The Effect of Revised Bloom’S Taxonomy on Mathematical Problem-Solving Skill
- 10.2991/icesre-18.2019.31How to use a DOI?
- Learning, Revised Bloom’s Taxonomy, Problem-solving Skill
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 chi-square 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.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nengsih Retno AU - Nurrahmah Arfatin AU - Alamsyah Nur PY - 2019/01 DA - 2019/01 TI - The Effect of Revised Bloom’S Taxonomy on Mathematical Problem-Solving Skill BT - Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018) PB - Atlantis Press SP - 150 EP - 153 SN - 2352-5398 UR - https://doi.org/10.2991/icesre-18.2019.31 DO - 10.2991/icesre-18.2019.31 ID - Retno2019/01 ER -