Effectiveness of Problem Based Learning Model with Cognitive Conflict Strategy (PBL-CCS) in terms of Students' Mathematical Literacy and Mathematical Communication Skills
Abstract
The research aims to describe: (1) effectiveness of the PBL-CCS model in terms of students' mathematical literacy and communication skills, (2) effectiveness of the DI model in terms of students' mathematical literacy and communication skills, and (3) superiority of the PBL-CCS model compared to the DI model in terms of students' mathematical literacy and communication skills. The type of research used is a quasi-experimental study conducted at SMA Negeri 1 Padang Bolak. The population consists of all 10th-grade students. The sample is classes X-3 and X-5. The data collection technique used is pretests and posttests on mathematical literacy and communication skills. The research instruments were validated by experts and proven reliable. The statistical tests used are: One Sample t-Test to determine the effectiveness of the learning models, Hotelling’s T² test to examine the difference in effectiveness, and Two Independent Sample t-Test to compare the two learning models for each dependent sample, followed by a superiority test. The research results indicate that: (1) the PBL-CCS model is effective in terms of students' mathematical literacy and communication skills, (2) the DI model is not effective in terms of students' mathematical literacy and communication skills, and (3) the PBL-CCS model is superior to the DI model in terms of students' mathematical literacy skills, but the PBL-CCS model is not superior to the DI model in terms of students' mathematical communication skills.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i6.6783
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