The Influence of Guided Inquiry Learning Model on Students' Mathematical Problem Solving Ability

In this research aims to see the difference of mathematical problem solving students with Guided Inquiry learning model and Means Ends Analysis (MEA) learning model. This research was a quasi-experimental research in SMPN 14 Kota Bengkulu. The population of this research is all of VIII class students, with the sample of research is VIII I class as the experimental class I that given using guided inquiry model treatment, students of class VIII 3 as the experimental class II that given Means Ends Analysis model treatment, students of class VIII 2 as the control class that given conventional model treatment. The data collection of students result study using mathematical problem solving skills test consists of pre-test and post-test. The data obtained were analyzed using one path ANAVA and continued with BNT test. Based on the ANAVA result there is a difference between students' mathematical problem solving abilities in experimental class I, experimental class II and control class. From the BNT test that the treatment between experimental class I given the Guided Inquiry, Experimental class II treatment given the Means Ends Analysis treatment no difference in mathematical problem solving ability, while experimental class I (Guided Inquiry) with control and experimental class II Means Ends Analysis with the control there is a difference in problem solving abilities mathematically and the highest average score was obtained in the students treated with the Guided Inquiry model. Keywords : Ability of Mathematical Problem Solving Students, Guided Inquiry Model, Means Ends Analysis Model

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The effect of inquiry learning model on mathematical problem solving abilities in terms of grade X high school students learning style

Math Didactic Jurnal Pendidikan Matematika ◽

10.33654/math.v7i1.1158 ◽

2021 ◽

Vol 7 (1) ◽

pp. 39-48

Author(s):

Risno Risno ◽

Sri Sulasteri ◽

Suharti Suharti ◽

Fitriani Nur ◽

Muhammad Rusydi Rasyid

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Learning Style ◽

Mathematical Problem ◽

Inquiry Learning ◽

Learning Model ◽

Mathematical Problem Solving ◽

School Students

Tujuan penelitian eksperimen dengan desain faktorial ini untuk mengetahui gambaran kemampuan menyelesaikan masalah matematika siswa jika menerapkan model pembelajaran inkuiri dan model pembelajaran langsung, serta mengetahui interaksi gaya belajar dengan model pembelajaran inkuiri pada kemampuan menyelesaikan masalah matematika siswa kelas X SMAN 4 Luwu Utara. Pengambilan sampel memakai teknik sampling purposive dan diperoleh sampel sebanyak 68 siswa dari populasi 238 siswa kelas X SMAN 4 Luwu Utara. Instrumen penelitian berupa angket gaya belajar serta soal tes kemampuan menyelesaikan masalah matematika. Analisis data menggunakan statistik deskriptif dan juga statistik inferensial berupa uji Anova 2 Arah. Hasil perhitungan mengungkapkan bahwa tidak ada perbedaan kemampuan menyelesaikan masalah matematika yang belajar menggunakan model pembelajaran inkuiri dan model pembelajaran langsung, tidak ada perbedaan kemampuan menyelesaikan masalah matematika yang signifikan antara siswa dengan pembelajaran model inkuiri dan model langsung ditinjau dari gaya belajar mereka, namun ada interaksi antara model pembelajaran inkuiri pada kemampuan menyelesaikan masalah matematika jika ditinjau dari gaya belajar siswa.

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A Meta-Analysis on The Effect of Inquiry Learning Model on Students’ Mathematical Problem-Solving Skills

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v4i3.9730 ◽

2021 ◽

Vol 4 (3) ◽

pp. 302-312

Author(s):

Rizki Ramadhani ◽

Dadang Juandi ◽

Elah Nurlaelah

Keyword(s):

Problem Solving ◽

Sample Size ◽

Effect Size ◽

Meta Analysis ◽

Mathematical Problem ◽

Inquiry Learning ◽

Learning Model ◽

Mathematical Problem Solving ◽

Problem Solving Skills ◽

8Th Grade

This study examines the effect of the inquiry learning model on the mathematical problem solving ability of students in Indonesia through meta-analysis. This study analyzed seven primary studies that met the inclusion criteria. The effect size index was calculated using the Hedges g equation and statistical analysis using comprehensive meta-analysis (CMA) software. Effect size testing is done by analyzing four characteristics, namely class of study, year of study, and sample size. Based on the results of the analysis using CMA, the inquiry learning model has a moderate effect (0.652) on the overall mathematical problem-solving skills of students. The use of the inquiry learning model is more effectively used in 8th-grade, in the range of 2015-2017 and 2018-2020, the sample size is less than or equal to 30. Thus, it can be seen that the inquiry learning model is useful in improving mathematical problem-solving skills.

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