The enhancement of mathematical problem-solving skill and self-efficacy achievement through thinking actively in a social context learning model

Abstract

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.