Effect of Core Learning Models with Cognitive-Conflict Strategy towards the Mathematics Problem Solving and Anxiety of SMP Students

  • Nora Susilowaty Universitas Advent Indonesia
  • Marlin Steffi Marpaung Universitas Advent Indonesia
Keywords: CORE Learning Model, Cognitive-Conflict Strategy, Mathematic, understanding, Mathematic Problem Solving, and Mathematic Anxiety

Abstract

To improve the ability of mathematical problem solving and to decrease mathematical anxiety, the teacher needs a teaching strategy which invites studentsto learn actively. Thus, this research aimed to know the improvement of thestudents’ ability of mathematical problem solving using CORE learning withcognitive-conflict strategy and conventional learning, and to know the influenceof CORE learning with cognitive-conflict strategy towards the students’mathematic anxiety. This quasi-experimental research used non-equivalent controlgroup design. Implementation of this research was conducted on grade VIIIstudents in one of the State Junior High School in Cimahi. Instruments used consistof test and non-test. The test instrument was a test of mathematical problem solvingskills presented as pre-test and post-test, while non-test instrument consist ofmathematical anxiety scale, observation sheet and interview. Quantitative dataanalysis was done by using t test and Wilcoxon sign rank test, while qualitative dataanalysis was done descriptively. The results of this study showed that the studentsthat had CORE learning model with cognitive-conflict strategy have improved themathematic ability of problem solving better than the students that used theconventional learning, and the CORE learning model with conflict strategy haveeffected to decrease the students’ mathematic anxiety.
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Published
2018-10-29
How to Cite
Susilowaty, N., & Marpaung, M. (2018). Effect of Core Learning Models with Cognitive-Conflict Strategy towards the Mathematics Problem Solving and Anxiety of SMP Students. Abstract Proceedings International Scholars Conference, 6(1), 289. https://doi.org/10.35974/isc.v6i1.1274

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