Implementation of Index Card Match Learning Model with Problem Posing Approach Assisted by MATLAB Software to Improve Students’ Problem Solving Ability

Abstract

The purpose of this study was to examine the steps of the Index Card Match learning model with the problem posing approach assisted by MATLAB software and its effect on the problem solving ability of high school students. This research is a quasi-experimental research with non-equivalent control class design. The population in this study were all students of class XI Senior High School 2 Kuningan, with purposive sampling technique taken two classes as a sample. A distinctive feature of this combined model is that students make their own questions and answers on separate cards, so that after the cards are collected and randomized, students are asked to find suitable questions and answers. While the results of the data analysis showed the average initial problem solving ability of students in the experimental class is equal to the average initial ability of students in the control class with a significance value of 0.212. But after the treatment, there were differences in the average problem solving ability in the experimental class and control class that is equal to 3.38 and p-value of -2.563 with asymp. sig 0.010, rejection for H0 which means the mathematical problem solving ability in the experimental class is better than control class.

Penjanaan Masalah Matematik dalam kalangan Pelajar: Kajian Literatur Bersistematik

“…The impact of scientific approach and what-if-not strategy utilization towards student's mathematical problem posing ability Azlina, Amin, & Lukito (2018) Creativity of field-dependent and field-independent students in posing mathematical problems Isnani, Waluya, & Rochmad (2020) Problem posing in the proof process identifying creative thinking in mathematics Suarsana, Lestari, & Mertasari (2019) The effect of online problem posing on students' problem solving ability in mathematics Cahyani, Putri, & Fitriani (2020) The influence of problem posing learning on mathematical solution ability of junior high school Nuraeni & Rosyid (2019) Implementation of index card match learning model with problem posing approach assisted by MATLAB software to improve students' problem solving ability Mahendra, Slamet, & Budiyono (2017) Problem posing with realistic mathematics education in geometry learning Darhim, Sufyani, & Bambang (2020) The effect of problem-based learning and mathematical problem posing in improving student's critical thinking skills Nuha, Waluya, & Junaedi (2018) mathematical creative process wallas model in students problem posing with lesson study approach Puspitasari et al (2019) Mathematical problem posing ability in terms of student learning style Toheri, Widodo, & Arif (2020) Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning Fauziah et al (2019) Student's creative thinking skill in mathematical problem posing based on lesson study for learning community Afrilianto, Sabandar, & Wahyudin (2019) Improving students' mathematical problem posing ability using PACE model Awi et al (2018) The profile of creativity and proposing statistical problem quality level reviewed from cognitive style Kadir, Adelina, & Fatma (2018) Solorzano (2014) Problem-posing as a didactic resource in fomal mathematics courses train future secondary school mathematics teachers The relationship between students' problem posing and problem solving abilities and beliefs: A small-scale study with Chinese elementary school children Van Harpen & Sriraman (2013) Berdasarkan Rajah 2 dapat disimpulkan bahawa kajian empirikal terpilih paling ramai dilaksanakan di negara Indonesia sebilang 26 kajian (Afrilianto, Sabandar, & Wahyudin, 2019;Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;…”

“…Interpretasi yang paling banyak digunakan adalah bahawa keupayaan pelajar menjana masalah merupakan sumber pemikiran aras tinggi iaitu berfikir kreatif (Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Hendriana et al, 2019;Isnani, Waluya, & Rochmad, 2020;Nuha, Waluya, & Junaedi, 2018;Pelczer, Singer, & Voica, 2013;Puspitasari et al, 2019;Titikusumawati et al, 2019;Toheri, Widodo, & Arif, 2020;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Sriraman, 2013). Interpretasi kedua tertinggi berkait dengan keupayaan menjana masalah ialah keupayaan berfikir secara menyeluruh dimulakan dengan membina masalah diteruskan dengan menyelesaikan masalah yang dibina (Amalina, Amirudin, & Budiarto, 2018;Candiasa, Santiyadnya, & Sunu, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Zahra & Md Nor Bakar, 2013;Gonzales, Gomez, & Alex, 2016;Hendriana et al, 2019;Nuraeni & Rosyid, 2019;Pelczer, Singer, & Voica, 2013;Siswono, Hartono, & Kohar, 2019;Titikusumawati et al, 2019). Interpretasi pada urutan ketiga ialah kemahiran mengemaskini masalah yang telah diselesaikan sebelumnya menjadi masalah baharu yang serupa (Cahyani, Putri, & Fitriani, 2020;Darhim, Sufyani, & Bambang, 2020;Effandi & Norulbiah, 2011;Guvercin, Cilavdaroghi, & Savas, 2014;Tony et al, 2014;Mahendra, Slamet, & Budiyono, 2017;Puspitasari et al, 2019;Suarsana, Lestari, Mertasari, 2019;…”

“…Urutan keempat ialah proses kognitif dengan membina masalah berdasarkan interpretasi personal yang bersesuaian dengan situasi yang sedia ada (Harry, Tatang, & Utari, 2020;Norulbiah et al, 2016;Nuha, Waluya, & Junaedi, 2018;Siti Mistima, 2016;Supandi et al, 2020;Van Harpen & Presmeg, 2013;Van Harpen & Sriraman, 2013). Interpretasi kelima yakni sebagai alat mengukuhkan kefahaman konsep dan memperluas pengalaman matematik (Cahyohadi, Sunardi, & Irfan, 2020;Candiasa, Santiyadnya, & Sunu, 2018;Nuraeni & Rosyid, 2019;Siswono, Hartono, & Kohar, 2019;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Presmeg, 2013).…”

“…Merujuk kepada Jadual 3, strategi WIN digunakan oleh lima kajian empirikal (Darhim, Sufyani, & Bambang, 2020;Harry, Tatang, & Utari, 2019;Hendriana et al, 2019;Solorzano, 2014;Zahra & Md Nor Bakar, 2013) Strategi berdasarkan situasi yang diberikan adalah dibahagi dalam tiga strategi. Pertama, strategi free problem posing adalah ketika pelajar diberikan situasi yang umum, pelajar boleh membina masalah dengan cara apapun mengikut keinginan sendiri (Cahyohadi, Sunardi, & Irfan, 2020;Guvercin, Cilavdaroghi, & Savas, 2014;Nuha, Waluya, & Junaedi, 2018;Nuraeni & Rosyid, 2019;Pelczer, Singer, & Voica, 2013;Siswono, Hartono, & Kohar, 2019). Kedua, semi-structured problem posing adalah ketika pelajar diberikan situasi dengan beberapa aturan, pelajar masih boleh membina masalah dengan cara mengikut pengetahuan matematik yang dimiliki (Awi et al, 2018;Azlina, Amin, & Lukito, 2018;Fauziah et al, 2019;Gonzales, Gomez, & Alex, 2016;Kadir, Adelina, & Fatma, 2018;Titikusumawati et al, 2019).…”

“…Situasi separa berstruktur adalah stimulus yang paling banyak digunakan dalam pelaksanaan penjanaan masalah matematik. Situasi bebas ialah situasi dimana pelajar hanya diberikan maklumat berupa tajuk matematik yang dipelajari, kemudian pelajar menjana masalah yang berkait dengan topik tersebut (Cahyohadi, Sunardi & Irfan, 2020;Guvercin, Cilavdaroghi, & Savas, 2014;Nuha, Waluya, & Junaedi, 2018;Nuraeni & Rosyid, 2019;Siswono, Hartono, & Kohar, 2019;Toheri, Widodo, & Arif, 2020). Situasi separa berstruktur ialah situasi dimana pelajar diberikan maklumat berupa jadual, rajah, gambar bangun dua dimensi, dan tiga dimensi dengan disertai maklumat lain seperti ukuran panjang dari bangun tersebut, tetapi tiada soalan (Azlina, Amin, & Lukito, 2018;Awi et al, 2018;Fauziah et al, 2019;Gonzales, Gomez, & Alex, 2016;Isnani, Waluya, & Rochmad (2020); Kadir, Adelina, & Fatma, 2018;Titikusumawati et al, 2019;Zahra & Md Nor Bakar, 2013;Zulfikar, Anwar, & Yusrizal, 2020).…”