Pengaruh Model Problem Posing Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X

Sayyidaturrafidah Manurung; Astuti Astuti; Adityawarman Hidayat

doi:10.31932/j-pimat.v8i2.7532

Pengaruh Model Problem Posing Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X

Sayyidaturrafidah Manurung, Astuti Astuti, Adityawarman Hidayat

Abstract

This quasi-experimental study with a nonequivalent control group design aims to evaluate the effect of the Problem posing model on tenth-grade students' mathematical problem-solving skills in exponent topics. Using purposive sampling, the sample comprised class X.1 (21 students) as the experimental group and class X.2 (20 students) as the control group. Data were collected through essay tests based on Polya's indicators and complemented by observation sheets. Quantitative data analysis encompassed independent sample t-tests, paired sample t-tests, ANCOVA, normalized gain (N-Gain), and Cohen’s d effect size. The independent sample t-test demonstrated a significant difference in posttest scores (t=-8.923;p<0.001). The paired sample t-test revealed significant improvements from pretest to posttest in both groups (p<0.001). This was further supported by the ANCOVA test, which confirmed significant differences between groups (F(1,38)=156.105;p<0.001), with estimated marginal means of 81.107 in the experimental group and 52.438 in the control group. The average N-Gain for the experimental group reached 70.47% (moderately effective category), while the control group achieved 24.59% (ineffective category). The calculation of Cohen’s d based on the pooled standard deviation yielded a value of 2.79 (very high category). These findings indicate that the Problem posing model contributes positively and significantly to enhancing students' mathematical problem-solving skills.

Keyword: problem posing, mathematical problem solving, mathematics

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DOI: https://doi.org/10.31932/j-pimat.v8i2.7532