The Effect of Module-Assisted Direct Instruction on Problem-Solving Ability Based on Mathematical Resilience

Abstract

Mathematical resilience is necessary for learning mathematics because the nature and impression of mathematics is a complex subject for most students. This study aimed to determine the effect of the module-assisted Direct Instruction model and mathematical resilience on the problem-solving abilities of prospective teacher students at a private university in Yogyakarta. This research is a quantitative descriptive study with a quasi-experimental design of the nonequivalent control group design type. The sample used was 40 students divided into 19 students in the experimental class, namely the class that received the module-assisted Direct Instruction learning model, and 21 students in the control class, namely the class that received the Expository learning model. The data collection technique is done by giving a mathematical resilience questionnaire. The data analysis technique used quantitative descriptive analysis techniques. The results also show that the Direct Instruction learning model assisted by the module effectively supports problem-solving abilities controlled by the variable of mathematical resilience in discrete mathematics lectures.

Meta-Analysis : The Effect of Mathematical Resilience to Mathematical Problem Solving Ability

“…The effect of mathematical resilience to the ability to solve mathematical problems quantitatively has been widely researched. This research was conducted by Budiastuti & Supardi (2020), Attami et al (2020), Fatimah et al (2021, Cahyaningsih et al (2021), Lutfiyana et al (2022), Yuniar et al (2022), Kuncoro & Juandi (2023), Fitriani et al (2023), Olo et al (2023), andArjun &Muntazhimah (2023). However, this research only focuses on certain levels of education such as elementary, middle and high school.…”