The Effect of Revised Bloom’S Taxonomy on Mathematical Problem-Solving Skill

Abstract

The purpose of this research is to show the effect of teaching story problems using revised Bloom's taxonomy on mathematical problem-solving skill. The research uses an experiment method with Randomized Post-Test Only Control Group Design. The sample includes 60 eight-grade students selected through simple random sampling. Data are analyzed by applying t-test to test mean difference previously analyzed using descriptive statistics and data requirements analyses. The normality test uses chisquare test, while the homogeneity test uses Fisher's exact test. Hypothesis test shows tobserved of 6.55 and ttable of 2.00, meaning that Ho is rejected. The results show that mathematical problem-solving skill of students taught story problems using revised Bloom's taxonomy is better than those taught using solo taxonomy. In conclusion, there is a significant effect of teaching story problems using revised Bloom's taxonomy on mathematical problem-solving skill of students.

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