Mathematical Writing Skills Reviewed From the Habits of Mind of Students in a Problem-Based Learning Model on Teaching at The Right Level Assisted by Liveworksheet

Abstract

This study aims to analyze students’ mathematical writing skills in terms of habits of mind through the implementation of the Teaching at the Right Level (TaRL)-based Problem Based Learning (PBL) model assisted by Liveworksheet. The research employed a mixed-methods approach with a sequential explanatory design, starting with quantitative data collection using a quasi-experimental posttest control design, followed by qualitative analysis. The participants were seventh-grade students at SMP Negeri 2 Sayung, selected through cluster random sampling and purposive sampling. The instruments included a mathematical writing skills test, a habits of mind questionnaire, observation sheets, interview guidelines, and documentation. The results indicate that the TaRL-based PBL model with Liveworksheet met the criteria for quality learning, with excellent implementation (average student engagement of 89.58%) and the achievement of learning mastery. The t-test (t_count = 3.658 > t_table = 1.670) and proportion difference test (z_count = 11.184 > t_table = 1.67) confirmed significant differences in mathematical writing skills between the experimental and control groups. Qualitative findings further revealed variations in achievement across different habits of mind categories. In conclusion, the TaRL-based PBL model assisted by Liveworksheet is effective in enhancing students’ mathematical writing skills.