The Effects of Problem Posing Learning Model on Students’ Learning Achievement and Motivation

Abstract

Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students' learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students' learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students' learning achievement but has a positive and significant effect of the learning model on the students' learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students' interests, enthusiasm, diligence, collaboration, and self-control.

The Relationship Between Problem Posing and Problem Solving: A Systematic Review

“…Only one group of researchers conducted their study in the United States. The remaining six studies were international (with respect to the United States), including two in Indonesia (Christidamayani & Kristanto, 2020;Suarsana et al, 2019), two in Taiwan (Chang et al, 2011;Yu & Chen, 2014), one in India (Kapur, 2018), and one in Turkey (Akben, 2020). In terms of participants, three studies included elementary students (Chang et al, 2011;Kopparla et al, 2019;Yu & Chen, 2014), three included secondary students (Christidamayani & Kristanto, 2020;Kapur, 2018;Suarsana et al, 2019), and one utilized university students (Akben, 2020).…”

“…The remaining six studies were international (with respect to the United States), including two in Indonesia (Christidamayani & Kristanto, 2020;Suarsana et al, 2019), two in Taiwan (Chang et al, 2011;Yu & Chen, 2014), one in India (Kapur, 2018), and one in Turkey (Akben, 2020). In terms of participants, three studies included elementary students (Chang et al, 2011;Kopparla et al, 2019;Yu & Chen, 2014), three included secondary students (Christidamayani & Kristanto, 2020;Kapur, 2018;Suarsana et al, 2019), and one utilized university students (Akben, 2020). Additionally, five of the articles specifically focused on mathematical problem posing (Chang et al, 2011;Christidamayani & Kristanto, 2020;Kapur, 2018;Kopparla et al, 2019;Suarsana et al, 2019), while the other two researcher groups focused on application-type problem posing (Akben, 2020;Yu & Chen, 2014).…”

Kemandirian Belajar Matematika Siswa Sekolah Dasar melalui Daring dengan Model Pembelajaran Flipped Classroom

“…Yuliasari (2017) menjelaskan bahwa kemandirian belajar merupakan suatu situasi yang dirasakan seseorang sehingga mempunyai keinginan untuk bersaing demi kemajuan prestasinya, berani untuk memutuskan sesuatu, memiliki keinginan untuk menyelesaikan permasalahan yang ada, percaya diri yang tinggi untuk menyelesaikan pekerjaannya dan memiliki tanggung jawab yang besar terhadap sesuatu dilakukan. Pembelajaran Matematika membutuhkan kemandirian siswa untuk menyelesaikan permasalahan yang dihadapi (Christidamayani & Kristanto, 2020). Ketika seorang siswa memiliki kemandirian belajar yang tinggi mereka belajar mandiri, dan merasa tidak dipaksa karena menyadari bahwa belajar merupakan suatu kebutuhan (Setiyadi, 2015).…”

Potential Blockchain Technology in Higher Education Learning Innovations in Era 4.0

“…Of course, it will continue to grow over time because Blockchain can be considered a complex system. This research is the first step towards a more transparent and technologically advanced form of a higher education system [6]. This is a globally decentralized higher education credit [7].…”