The Effectiveness of the Application of the Missouri Mathematics Project Learning Model on Solving Mathematical Problem
- 10.2991/assehr.k.211211.044How to use a DOI?
- Effectiveness; Missouri Mathematics Project Learning Model; Problem Solving
This study aims to determine the effectiveness of the Missouri Mathematics Project learning model on students’ mathematical problem-solving. This research is a pre-experiment with a quantitative approach with a sampling technique that is random cluster sampling. Data retrieval was carried out using learning implementation observation sheets, problem-solving tests, learning motivation questionnaire sheets, student activity observation sheets, and student response questionnaires. The data analysis technique used is descriptive and inferential statistical analysis techniques. The results of descriptive statistical analysis showed: (1) the average learning implementation was 3.5 (very well implemented), (2) the post-test average results were 77.22 (medium category), (3) the normalized average gain was 0.63 (medium category), (4) the average percentage of student activity is 87% (very active category), (5) the average percentage of students who give a positive response is 80.04%. The results of inferential analysis show: (1) the average value of problem-solving of students who are taught with the Missouri Mathematics Project learning model is greater than 69.9 (KKM), (2) the average value of normalized gain is greater than 0.29 (category of moderate), (3) the average classical completeness is less than 80%. In general, it can be concluded that learning with the Missouri Mathematics Project learning model is effective in solving problems, activities, and student responses in learning mathematics.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
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Cite this article
TY - CONF AU - Maemunasari Sofyan PY - 2021 DA - 2021/12/13 TI - The Effectiveness of the Application of the Missouri Mathematics Project Learning Model on Solving Mathematical Problem BT - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021) PB - Atlantis Press SP - 265 EP - 270 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211211.044 DO - 10.2991/assehr.k.211211.044 ID - Sofyan2021 ER -