Jurnal
Improving Students’ Mathematical Problem Posing Ability Using PACE Model
Mathematical problem posing ability is considered as a necessity for students to
support their learning achievement. Some students are good at mathematical problem posing
ability; some others are not. To foster mathematical problem posing in students, it is required
that an innovative learning model is applied. From so many innovative learning models, one
that is considered appropriate to increase the mathematical problem posing of the student is
project-activity-cooperative learning-exercise learning model. This is an experimental study
using pretest and posttest control groups design. The instrument used tests. The research was
conducted in three regular classes of 5
-semester students of mathematics education who
involved in a calculus course at IKIP Siliwangi, at a local university in Cimahi. A total of 123
students, comprises three classes A1, A2, and A3. A purposive sampling technique was used to
collect data. Based on data analysis, it can be concluded that there exists a different in the
improvement of student’s mathematical problem posing ability among those who received
PACE model with GeoGebra (PACE-G), PACE model, and direct learning.
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