APPLICATION OF THE CREATIVE PROBLEM-SOLVING LEARNING MODEL TOWARDS STUDENTS' MATHEMATICS REPRESENTATION ABILITY
DOI:
https://doi.org/10.31000/prima.v8i1.10083Kata Kunci:
Creative Problem Solving (CPS), Representation Ability, Mathematical Representation AbilityAbstrak
This research aims to find out what the learning process is like using the Problem based learning model. Hypothesis testing using the t test shows that there is a significant difference, namely significant (2-tailed) 0.004 < 0.05 so it can be concluded that H0 is rejected and H1 is accepted. This means that there is an average difference in students' mathematical representation abilities between the experimental class and the control class. Thus, the results of this hypothesis test show that there is an influence of the Creative Problem-Solving learning model on students' mathematical representation abilities
Referensi
Kalsum, U. (2023). ANALYSIS OF STUDENT ERRORS REVIEWED FROM STUDENTS' MATHEMATICAL COMMUNICATION SKILLS ON THE SYSTEM OF THREE-VARIABLE LINEAR EQUATIONS IN CLASS Journal of Mathematics Education Innovation, 1(I).
Putri, DA, & Noer, SH (2019). The Effectiveness of the Creative Problem Solving (CPS) Learning Model Judging from Students' Mathematical Representation Ability. Limacon: Journal of Mathematics Education, 1(1), 8–17.
Sanjaya, II, Maharani, HR, & Basir, MA (2018). STUDENTS' MATHEMATICAL REPRESENTATION ABILITY ON CIRCULAR MATERIAL BASED ON HONEY MUMFROD'S LEARNING STYLE. Journal of Mathematical Didactic Research, 2(2), 60–72.
Susanti, ET, & Sulastri, YL (2020). APPLICATION OF A CREATIVE PROBLEM SOLVING (CPS) APPROACH TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS' MATHEMATIC REPRESENTATION ABILITY. UMJES, 05(02), 58–69.
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