Attitude towards problem-solving as the effect of problem-posing approach

Main Article Content

Anggit Reviana
Nanang Priatna
Bambang Avip Priatna Martadiputra

Abstract

This study aims to examine whether students’ achievement of attitude towards problem-solving by problem-posing approach better than by direct approach. This study was a quasi-experimental. The population was all students at Junior High School 8 Bandung, 8th-grade for a total of 8 classes, with two classes as the sample. The instrument used to get the data was a questionnaire with five indicators (patience, persistence, perseverance, willingness, and confidence). Data analysis was performed using the t-test and Mann-Whitney U. The results of this study revealed that overall the attitude of students towards problem-solving by problem-posing approach was not significantly better than by direct approach; more specifically, it was equally good, while for each indicator, the result was varied. Moreover, in the class of problem-posing approach, students had patience and persistence in solving problems that were more prominent than aspects of perseverance, willingness, and confidence.

Article Details

How to Cite
Reviana, A., Priatna, N., & Martadiputra, B. A. P. (2020). Attitude towards problem-solving as the effect of problem-posing approach. Unnes Journal of Mathematics Education, 9(2), 83-91. https://doi.org/10.15294/ujme.v9i2.38776
Section
Articles
Author Biographies

Anggit Reviana, Universitas Negeri Yogyakarta

Department of Mathematics Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

Nanang Priatna, Universitas Pendidikan Indonesia

Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

Bambang Avip Priatna Martadiputra, Universitas Pendidikan Indonesia

Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

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