Daniel Fernando, Ariyadi Wijaya
In its implementation, mathematical problem solving ability (MPSA) has not been developed well and is expected to be increased through a contextual approach (CA). The study is a quasi-experiment with pretest and posttest control group design that aims to (1) determine the significance of the increase in MPSA students who are taught through CA and conventional learning (CL), (2) determine the difference of increase MPSA students who are taught through CA and CL, and (3) the achievement of MPSA students indicators through CA. The research sample consisted of two classes, VII-5 as the experimental class and VII-8 as the control class. Data were analyzed through the Kolmogorov-Smirnov test, Levene test, and t-test. The results showed that (1) there was significant increased MPSA student that was learned through CA and CL, (2) increased MPSA of students who were taught through CA higher than who were taught through CL, (3) increased student MPSA through CA was categorized as high, while through CL was categorized as moderate, and (4) the achievement of "understand the problem"indicator was highest in the achieving MPSA students who were taught through CA. © 2022 Author(s).
Mathematics Education Department, Faculty of Mathematics and Science, Universitas Negeri Yogyakarta, DI Yogyakarta, Indonesia
