Analysis of mathematical problem-solving ability: The impact of the whole brain teaching method and independent learning

Abstract

Mathematical problem-solving is essential for improving mathematical skills. This study aims to examine the Whole Brain Teaching method of teaching mathematical problem-solving abilities. Analyze the level of independence in mathematical problem-solving abilities and the interaction between the Whole Brain Teaching Method and learning independence in mathematical problem-solving abilities. The experimental research method was employed in this study. The experiment type used in this study was Quasi-Experimental Design. The sampling technique used in this study was random sampling. Data collection methods included tests (essays) and questionnaires. The normality and homogeneity tests were used as prerequisite tests for the analysis phase. According to the findings of this study, the Whole Brain Teaching learning method affects students' mathematical problem-solving abilities, and the level of learning independence affects students' mathematical problem-solving abilities. Furthermore, no relationship exists between the Whole Brain Teaching learning method and the level of independence of students' mathematical problem-solving abilities.