Enhancing Elementary Students' Mathematical Problem-solving Skills: The Role of Self-efficacy in the Missouri Mathematics Project| Chapter 10 | An Overview of Literature, Language and Education Research Vol. 3

 

This study employed a quantitative research methodology with a quasi-experimental approach. The research design was a non-equivalent control group design, encompassing two classes: a control group and an experimental group. The importance of mathematics increases students' ability to think logically, is structured, and helps solve problems so learning mathematics will hone thinking skills and self-confidence. Every mathematics lesson hopes that all students get maximum mathematics learning outcomes. The objective was to investigate the impact of the Missouri Mathematics Project (MMP) learning model on the mathematical problem-solving skills of elementary students, considering their self-efficacy levels. The study population comprised all fifth-grade students at SD Negeri 3 Parepare, South Sulawesi, involving two classes. A cluster random sampling technique was utilized to select the sample. Data collection methods included tests to assess mathematics problem-solving skills, observation sheets to monitor the implementation of learning, and questionnaires to evaluate students' self-efficacy. Descriptive and inferential statistical analysis techniques were employed to analyze the data. Every mathematics teacher needs to consider when determining a learning approach not only to focus on the development of cognitive aspects but also to pay attention to the development of affective aspects such as self-efficacy. The findings of the study indicate that: 1) the implementation of the MMP and Discovery-Based Learning model can enhance students' mathematical problem-solving skills; and 2) there is a differential effect on students' mathematical problem-solving abilities, with those possessing high self-efficacy showing greater improvement after the application of the MMP learning model compared to Discovery-Based Learning.

 

 

Author(s) Details

Zaid Zainal
Elementary Teacher Education Department, Universitas Negeri Makassar, Jl. A. P. Pettarani, Tidung, Rappocini, Makassar, Sulawesi Selatan 90222, Indonesia.

Wawan Krismanto
Elementary Teacher Education Department, Universitas Negeri Makassar, Jl. A. P. Pettarani, Tidung, Rappocini, Makassar, Sulawesi Selatan 90222, Indonesia.

Kamaruddin Hasan
Elementary Teacher Education Department, Universitas Negeri Makassar, Jl. A. P. Pettarani, Tidung, Rappocini, Makassar, Sulawesi Selatan 90222, Indonesia.

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v3/1697