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

1Citations
Citations of this article
25Readers
Mendeley users who have this article in their library.

This article is free to access.

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.

Cite

CITATION STYLE

APA

Septiyana, W., Asih, E. C. M., & Dasari, D. (2019). The enhancement of mathematical problem-solving skill and self-efficacy achievement through thinking actively in a social context learning model. In Journal of Physics: Conference Series (Vol. 1280). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/1280/4/042009

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free