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Enhancing mathematical problem solving ability through model eliciting activities

Unnes Journal of Mathematics Education · Vol. 7 No. 3 (2018) · hlm. 180–187

DOI
10.15294/ujme.v7i3.26548
ISSN
2460-5840, 2252-6927
Terbit
2018-11-30
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

The main purpose of this research was to comprehensively examine the achievement and improvement of mathematical problem solving ability through the use of Model Eliciting Activities and Problem Based Learning. The research method used was explanatory sequential mixed methods. The research design used was Pretest-Posttest Control Group Design. The research population was grade VII students one of Junior High School in Kudus except students in the favourite class. The sample was taken by simple random sampling technique, so that grade VII F was obtained as experiment class and grade VII E as control class. Qualitative research subject were taken 6 subjects based on the mathematical early ability category. The result of the research showed that (1) the achievement of mathematical problem solving ability of the students who got Model Eliciting Activities had not reach the completeness classically; (2) the achievement and improvement of mathematical problem solving ability of the students who got Model Eliciting Activities were better than the students who got Problem Based Learning; (3) the students who got Model Eliciting Activities tend to be active and brave rather than the students who got Problem Based Learning; and (4) some of the students’ difficulties, students with the high early mathematical ability in the experiment class did not face any difficulties, only the students were not careful in calculating, while in the control class faced the difficulty in making plans at number 4, thus influencing the next indicator. For students with the medium early mathematical ability in the experiment class faced the difficulty in determining the correctness of the answer and were not careful in calculating, while in the control class faced the difficulty in determining the correctness of the answer and making the plan at number 4 thus influencing the next indicator. Lastly, for students with low early mathematical ability in both experiment class and control class, they faced the difficulty in determining the truth of the answer and had not finished working on the four questions because the time provided has been exhausted.

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  • State University of Semarang
  • Universitas Jambi
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Rekan penulisOrganisasiArtikel bersama
Dwijanto DwijantoState University of Semarang3
Hardi SuyitnoState University of Semarang1
Mustofa ArifinState University of Semarang1
Riza ArifudinState University of Semarang1
Adi Nur CahyonoState University of Semarang1
Tri Sri Noor AsihState University of Semarang1
Rozak Ilham AdityaState University of Semarang1
Bagus Surya MaulanaState University of Semarang1
Muhammad Andi NugrohoState University of Semarang1
Widaswara Agustin HanisyahState University of Semarang1
Ardhi PrabowoState University of Semarang1
Scolastika MarianiState University of Semarang1
Eka AnjarwatiState University of Semarang1
Iwan JunaediState University of Semarang1
Fitrania AinurrachmaniState University of Semarang1
Ajeng Alisa NarulitaState University of Semarang1
Mulyono MultonoState University of Semarang1
Kartono KartonoState University of Semarang1
Cintya Putri PermataState University of Semarang1
Novi Citra WulandariState University of Semarang1
Sumarni SumarniUniversitas Jambi1
Sugiarto SugiartoState University of Semarang1
Sofan Tri PrasetiyoState University of Semarang1
Miftah Hafidz AlfianState University of Semarang1
Wuryanto WuryantoState University of Semarang1
Ika Deavy MartyaningrumState University of Semarang1
Stevanus Budi WaluyaState University of Semarang1
Annisa FikriyaState University of Semarang1
Krisna OktafianaState University of Semarang1
Endah LusiatriState University of Semarang1
Nurul Afifatul UlaState University of Semarang1
Safarina Yasrieva PratiwiState University of Semarang1
Nanda Nur IzzatiState University of Semarang1
Iwan JunaediState University of Semarang1
Fatkhiya An-Nisa RaharaniState University of Semarang1
Sabrina ApriliaState University of Semarang1
Elisa Mutiara FatmadewiState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en-US">Enhancing mathematical problem solving ability through model eliciting activities</dc:title>
	<dc:creator>Diyastanti, Arum</dc:creator>
	<dc:creator>Dewi, Nuriana Rachmani</dc:creator>
	<dc:creator>Sunarmi, Sunarmi</dc:creator>
	<dc:description xml:lang="en-US">The main purpose of this research was to comprehensively examine the achievement and improvement of mathematical problem solving ability through the use of&amp;nbsp; Model Eliciting Activities and Problem Based Learning. The research method used was explanatory sequential mixed methods. The research design used was Pretest-Posttest Control Group Design. The research population was grade VII students one of Junior High School in Kudus except students in the favourite class. The sample was taken by simple random sampling technique, so that grade VII F was obtained as experiment class and grade VII E as control class. Qualitative research subject were taken 6 subjects based on the mathematical early ability category. The result of the research showed that (1) the achievement of mathematical problem solving ability of the students who got Model Eliciting Activities had not reach the completeness classically; (2) the achievement and improvement of mathematical problem solving ability of the students who got Model Eliciting Activities were better than the students who got Problem Based Learning; (3) the students who got Model Eliciting Activities tend to be active and brave rather than the students who got Problem Based Learning; and (4) some of the students’ difficulties, students with the high early mathematical ability in the experiment class did not face any difficulties, only the students were not careful in calculating, while in the control class faced the difficulty in making plans at number 4, thus influencing the next indicator. For students with the medium early mathematical ability in the experiment class faced the difficulty in determining the correctness of the answer and were not careful in calculating, while in the control class faced the difficulty in determining the correctness of the answer and making the plan at number 4 thus influencing the next indicator. Lastly, for students with low early mathematical ability in both experiment class and control class, they faced the difficulty in determining the truth of the answer and had not finished working on the four questions because the time provided has been exhausted.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/26548</dc:identifier>
	<dc:identifier>10.15294/ujme.v7i3.26548</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 7 No 3 (2018): Unnes Journal of Mathematics Education; 180-187</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/26548/12688</dc:relation>
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