Accelerating Students' Mathematical Problem-Solving Ability Through the Implementation of the Problem Posing Learning Model

Abstrak

Low mathematical problem-solving ability among junior secondary students, particularly in geometry topics such as circles, remains a persistent challenge in Indonesian mathematics education. This study aimed to examine the effect of the Problem Posing learning model on the mathematical problem-solving ability of eighth-grade students at a State Islamic Junior Secondary School (Madrasah Tsanawiyah Negeri) in Muna Regency. A quasi-experimental design with a posttest-only control group was employed, involving 49 students (25 in the experimental class and 24 in the control class) selected through saturated sampling. The experimental class received instruction using the Problem Posing model, which was structured across three phases: pre-solution posing, within-solution posing, and post-solution posing, while the control class was taught using direct instruction. Data were collected through a five-item essay posttest and observation sheets that were validated by expert judgement. Descriptive and inferential analyses were conducted, including normality (Kolmogorov-Smirnov), homogeneity (F-test), and independent-sample t-test. Results revealed that the experimental class achieved a mean score of 76.88, compared to 66.75 in the control class. The t-test yielded tcount = 2.51 > ttable = 2.01 (p < 0.05), indicating a statistically significant difference. The three-phase Problem Posing structure enabled students to actively construct, reformulate, and reflect on mathematical problems, fostering deeper conceptual understanding. These findings suggest that the Problem Posing model is an effective instructional strategy for enhancing mathematical problem-solving in junior secondary mathematics education.

Kata kunci

• Active Learning
• mathematical problem solving
• problem posing
• quasi-experimental