Improving Students' Mathematical Problem-Solving Skills through the Means Ends Analysis (MEA) Learning Model
DOI:
https://doi.org/10.72204/r7dr6b07Keywords:
Problem solving skills, Means Ends AnalysisAbstract
Mathematical problem-solving skills are an important competency that students must have in learning mathematics. However, the reality is that this ability is still relatively low due to the dominance of conventional learning that does not involve students' high-level thinking activities. This research aims to improve students' mathematical problem-solving skills through the application of the Means Ends Analysis (MEA) learning model. This research is a Class Action Research (PTK) with a design by Kemmis and McTaggart, which is carried out in two cycles. The subjects of the study were 17 students of grade VIII MTs Muhammadiyah 10 Gresik. Data collection techniques include tests, observations, and questionnaires, while data analysis uses descriptive statistics. The results showed that the average mathematical problem-solving ability of students increased from 64.41 in the first cycle to 80.24 in the second cycle, with an increase of 15.83 points. In addition, student activities and learning implementation have also increased, and student responses to MEA learning are in the positive category. Thus, the application of the MEA learning model is effective in improving students' mathematical problem-solving skills.
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