The effect of different ways in presenting teaching materials on students' mathematical problem solving abilities

Abstract

This study aimed to investigate the effects of different ways of presenting teaching materials on enhancing mathematical problem-solving abilities. This research was obtained using a quasi-experimental design with the non-equivalent control group design. The study population was all eighth graders enrolled in public junior high schools (SMP) in the city of Cimahi, Indonesia. There are 11 schools in total. Stratified random sampling and random sampling group techniques were used to select nine groups from 3 school categories. The instruments used were instruments of mathematical problem-solving ability tests, and observation sheets. The first experimental group was given exploration teaching materials presented through the snow-cube throwing learning model. The second experimental group was given exploration teaching materials presented in sheets of paper. The control group was given expository learning without exploration teaching materials. Data on mathematical problem-solving abilities were collected using tests distributed before and after learning. Research data were analyzed using descriptive and inferential statistics. The results of the study show that the different ways of presenting teaching materials can have an impact on enhancing problem-solving abilities.