Open AccessThe enhancement of mathematical problem-solving skill and self-efficacy achievement through thinking actively in a social context learning model
Author(s) -
Wieka Septiyana,
E C M Asih,
Dadan Dasari
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1280/4/042009
Subject(s) - mathematics education , context (archaeology) , psychology , self efficacy , subject (documents) , habit , control (management) , face (sociological concept) , computer science , social psychology , artificial intelligence , paleontology , biology , social science , sociology , library science
Mathematical problem-solving skill becomes the main tool of learning mathematics to develop thinking habits and establishes students’ self-efficacy in their skill to face problems. Thinking actively in a social context (TASC) learning model is expected to enhance this skill. This research was quasi experiment by non-equivalent control group design with seventh grade students in one of Bandung Junior High School as a research subject. The number of participants was 52 students. The instruments that used were problem solving skill essay and self-efficacy questionnaires. This research generated the enhancement of problem-solving skill students who receive TASC learning model are higher significantly than students who receive scientific approach learning. Looking back for the whole piece of learning is not already become a student habit at the evaluate stage. Less accuracy of the students in understanding part of the problem indicated errors resulted from inappropriate strategy.