THE APPLICATION OF PROBLEM POSING LEARNING TO IMPROVE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY
Abstract
This study aims to describe the management of Problem Posing learning by the teacher, the activity of ninth-grade MTs students in solving mathematical problems, and to assess the effectiveness of the Problem Posing learning model in improving students’ mathematical problem-solving abilities on the topic of probability. A total of 23 ninth-grade MTs students participated in this study, which employed Classroom Action Research (CAR) conducted over two cycles. Data were collected through documentation and observation during the learning process. The results indicate that the teacher’s management of learning improved from an average score of 2.1 in the first cycle to 2.7 in the second cycle. Students’ activity in applying Problem Posing to solve mathematical problems also increased, with the comprehension component rising from 61.7% (fair) in cycle one to 93.3% (very good) in cycle two. The planning component increased from 52.5% (poor) to 77.5% (good), problem-solving from 47.5% (poor) to 73.75% (good), and evaluation from 72.5% (good) to 97.5% (very good). Furthermore, the Problem Posing learning model was proven effective in enhancing students’ mathematical problem-solving abilities, with the average score improving from 68.48 in cycle one to 88.69 in cycle two.
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