Keywords:-
Article Content:-
Abstract
Learning is a fundamental process aimed at enhancing students' cognitive abilities, with particular emphasis on the development of problem-solving skills in the context of 21stcentury education. One instructional approach that supports this objective is the APOS theorybased learning model. The APOS theory, consisting of the components Action, Process, Object, and Schema, provides a framework for understanding how students construct mathematical knowledge. The present study seeks to investigate the effect of APOS theorybased learning on students’ problem-solving abilities in the domain of probability. Employing a quantitative research design with a pretest-posttest approach, the study involved 31 eighthgrade students from Class VIII A at SMPN 4 Yogyakarta. The learning material focused on probability, and a set of test items was utilized to assess the students' problem-solving skills. Data were analyzed using the N-Gain statistical hypothesis test to evaluate the extent of improvement in the students' performance. The results of the study indicate a statistically significant positive effect of APOS theory-based learning on the students' problem-solving capabilities. Post-intervention, students exhibited a deeper conceptual understanding of probability and demonstrated a more structured approach to problem-solving. These findings suggest that APOS theory-based learning can be an effective pedagogical strategy for enhancing students' problem-solving skills, particularly in mathematics. Consequently, the integration of APOS theory in teaching probability offers a viable instructional model that not only promotes mathematical comprehension but also fosters critical thinking skills essential for academic and real-life problem-solving.
References:-
References
C. P. Dwyer, M. J. Hogan, and I. Stewart, “An integrated critical thinking framework for the 21st century,” Think. Ski. Creat., vol. 12, pp. 43–52, 2014, doi: 10.1016/j.tsc.2013.12.004.
I. W. Redhana, “Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia,” J. Inov. Pendidik. Kim., vol. 13, no. 1, 2019.
M. Wena, Strategi Pembelajaran Inovatif Kontemporer : Suatu Tinjauan Konseptual Operasional. Jakarta: Bumi Aksara, 2014.
Rahmiati; Fahrurrozi, “Pengaruh Pembelajaran Missouri Mathematics Project (MMP) Terhadap Kemampuan Pemecahan Masalah Matematika,” J. Pendidik. Mat., vol. 10, no. 2, pp. 92–99, 2016.
NCTM, Principles and Standars for School Mathematics. Reston: National Council of Teachers of Mathematics, 2000.
A. H. Schoenfeld, Mathematical Problem Solving. Orlando, Florida: Academic Press, 1985.
S. Krulik and J. A. Rudnick, Problem Solving: A Handbook for Elementary School Teachers. 1988.
W. A. S. Putri and A. Putri, “Kemampuan Pemecahan Masalah Siswa Sma Pada Materi Aplikasi Matriks,” J. Educ., vol. 01, no. 03, pp. 275–280, 2019, [Online]. Available:
http://jonedu.org/index.php/joe/article/view/158
M. Ahmad and S. Asmaidah, “Pengembangan Perangkat Pembelajaran Matematika Realistik Untuk Membelajarkan Kemampuan Pemecahan Masalah Matematika Siswa Smp,” Mosharafa J. Pendidik. Mat., vol. 6, no. 3, pp. 373–384, 2018,
doi: 10.31980/mosharafa.v6i3.326.
N. Asih and S. Ramdhani, “Peningkatan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa Menggunakan Model Pembelajaran Means End Analysis,” Mosharafa J. Pendidik. Mat., vol. 8, no. 3, pp. 435–446, 2019,
doi: 10.31980/mosharafa.v8i3.579.
M. Midawati, “Analisis Kesulitan Siswa dalam Menyelesaikan Soal Pemecahan Masalah Berdasarkan Langkah Polya,” J. Educ. FKIP UNMA, vol. 8, no. 3, pp. 831–837, 2022,
doi: 10.31949/educatio.v8i3.2589.
C. Nagle, R. Martínez-Planell, and D. Moore-Russo, “Using APOS theory as a framework for considering slope understanding,” J. Math. Behav., vol. 54, no. December 2018, 2019,
doi: 10.1016/j.jmathb.2018.12.003.
M. Parraguez and A. Oktaç, “Construction of the vector space concept from the viewpoint of APOS theory,” Linear Algebra Appl., vol. 432, no. 8, pp. 2112–2124, 2010, doi: 10.1016/j.laa.2009.06.034.
S. Bansilal, “Examining the invisible loop: Tutors in large scale teacher development programmes,” Africa Educ. Rev., vol. 11, no. 3, pp. 329–347, 2014, doi: 10.1080/18146627.2014.934991.
E. Dubinsky, K. Weller, M. A. McDonald, and A. Brown, “Some historical issues and paradoxes regarding the concept of infinity: An APOS analysis: Part 2,” Educ. Stud. Math., vol. 60, no. 2, pp.253–266,2005,doi: 10.1007/s10649-005-0473-0.
R. dian Permatasari and Susanah, “MATHE dunesa,” J. Ilm. Pendidik. Mat., vol. 1, no. 5, pp. 59–66, 2019, [Online]. Available:
https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/25554/23429
F. Alyani and A. L. Ramadhina, “The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19,” J. Educ. Res. Eval., vol. 6, no. 4, pp. 645–652, 2022,
doi: 10.23887/jere.v6i4.47593.
D. E. Meltzer, “The relationship between mathematics preparation and conceptual learning gains in physics: A possible ‘hidden variable’ in diagnostic pretest scores,” Am. J. Phys., vol. 70, no. 12, pp. 1259–1268, 2002, doi: 10.1119/1.1514215.
D. Eliza, T. Nola Mulfiani, I. Abdiana, and L. Yunita, “Analisis Standar Profesional Guru PAUD Menurut Undang-undang Guru Delfi,” J. Ilmu Pendidik., vol. 4, no. 3, pp. 4607–4615, 2022, [Online]. Available: https://doi.org/10.31004/edukatif.v4i3.2740
A. T. Syam, “A COMPARATIVE STUDY OF PROBLEM SOLVING METHOD AND LANGUAGE GAME IN TEACHING SPEAKING,” English Educ. J., vol. 1, no. 112, pp. 333–346, 2020.