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

Abstract

To improve the ability of mathematical problem solving and to decrease
mathematical anxiety, the teacher needs a teaching strategy which invites students
to learn actively. Thus, this research aimed to know the improvement of the
students’ ability of mathematical problem solving using CORE learning with
cognitive-conflict strategy and conventional learning, and to know the influence
of CORE learning with cognitive-conflict strategy towards the students’
mathematic anxiety. This quasi-experimental research used non-equivalent control
group design. Implementation of this research was conducted on grade VIII
students in one of the State Junior High School in Cimahi. Instruments used consist
of test and non-test. The test instrument was a test of mathematical problem solving
skills presented as pre-test and post-test, while non-test instrument consist of
mathematical anxiety scale, observation sheet and interview. Quantitative data
analysis was done by using t test and Wilcoxon sign rank test, while qualitative data
analysis was done descriptively. The results of this study showed that the students
that had CORE learning model with cognitive-conflict strategy have improved the
mathematic ability of problem solving better than the students that used the
conventional learning, and the CORE learning model with conflict strategy have
effected to decrease the students’ mathematic anxiety.