Pengaruh Pendekatan Pengajuan Masalah dalam Pembelajaran Matematika terhadap Kecakapan Komunikasi Matematika Siswa
DOI:
https://doi.org/10.53696/venn.v5i3.506Keywords:
Pengajuan Masalah, Komunikasi Matematika, Desain Kuasi-Eksperimen, Pembelajaran MatematikaAbstract
Rendahnya kemampuan komunikasi matematis siswa menunjukkan perlunya pendekatan pembelajaran yang mendorong siswa untuk berpikir secara aktif dan mengomunikasikan ide-ide matematika secara sistematis. Penelitian ini bertujuan untuk mengkaji pengaruh pendekatan problem posing terhadap kemampuan komunikasi matematis siswa sekolah menengah pertama. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen berupa nonrandomized control group pretest–posttest design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang memperoleh pembelajaran dengan pendekatan problem posing dan kelas kontrol yang memperoleh pembelajaran dengan pendekatan saintifik. Instrumen penelitian berupa tes uraian kemampuan komunikasi matematis. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa rata-rata skor postes kelas eksperimen (75,79) lebih tinggi dibandingkan kelas kontrol (70,43). Peningkatan kemampuan komunikasi matematis pada kelas eksperimen termasuk dalam kategori tinggi dengan skor n-gain sebesar 0,73, sedangkan kelas kontrol mengalami peningkatan pada kategori sedang dengan skor n-gain sebesar 0,67. Hasil pengujian hipotesis menunjukkan bahwa siswa yang belajar melalui pendekatan problem posing memiliki kemampuan komunikasi matematis yang lebih tinggi serta peningkatan kemampuan yang lebih besar dibandingkan siswa yang belajar melalui pendekatan saintifik. Temuan ini mengindikasikan bahwa pendekatan problem posing memberikan pengaruh positif yang signifikan terhadap kemampuan komunikasi matematis siswa sekolah menengah pertama.
Downloads
References
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education (10th ed.). Cengage.
Baumanns, L. (2022). Mathematical problem posing: Considerations and empirical investigations for understanding the process of problem posing. Springer Spektrum Wiesbaden. https://doi.org/10.1007/978-3-658-39917-7
Baumanns, L., & Rott, B. (2023). Identifying metacognitive behavior in problem-posing processes. International Journal of Science and Mathematics Education, 21(5), 1381–1406. https://doi.org/10.1007/s10763-022-10297-z
Bevan, D., & Capraro, M. M. (2021). Posing creative problems: A study of elementary students’ mathematics understanding. International Electronic Journal of Mathematics Education, 16(3), Artikel em0654. https://doi.org/10.29333/iejme/11109
Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed.). Psychology Press. https://doi.org/10.4324/9781410611833
Cai, J. (2020). What research says about teaching mathematics through problem posing. Éducation et Didactique, 16(3), 31–50. https://doi.org/10.4000/educationdidactique.10642
Cai, J., & Leikin, R. (2020). Affect in mathematical problem posing: Conceptualization, advances, and future directions for research. Educational Studies in Mathematics, 105(3), 287–301. https://doi.org/10.1007/s10649-020-10008-x
Cai, J., Leikin, R., & Robison, V. (2026). New advances and directions of mathematical problem-posing research. Dalam J. Cai & R. Leikin (Ed.), Research in mathematical problem posing: New advances and directions (h. 1–15). Springer. https://doi.org/10.1007/978-3-032-05493-7_1
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. Dalam L. B. Resnick, J. M. Levine, & S. D. Teasley (Ed.), Perspectives on socially shared cognition (h. 331–348). American Psychological Association.
Hermawanti, Khisan, F. C., & Amelia, R. (2024). Analisis kemampuan komunikasi matematis siswa kelas VII pada materi PLSV ditinjau berdasarkan KAM. JPMI (Jurnal Pembelajaran Matematika Inovatif), 7(1), 273–284.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. Dalam D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (h. 65–97). National Council of Teachers of Mathematics.
Kaur, A., & Rosli, R. (2021). Problem posing in mathematics education research: A systematic review. International Journal of Academic Research in Progressive Education and Development, 10(1), 438–456. https://doi.org/10.6007/ijarped/v10-i1/8641
Kontorovich, I. (2020). Problem-posing triggers or where do mathematics competition problems come from? Educational Studies in Mathematics, 105(3), 389–406. https://doi.org/10.1007/s10649-020-09964-1
Laia, D., Lase, S., Telaumbanua, Y., & Zega, Y. (2024). Pengaruh model pembelajaran problem posing terhadap kemampuan komunikasi matematis peserta didik kelas VIII SMP Negeri 1 Mazo. Jurnal Cendekia : Jurnal Pendidikan Matematika, 8(2), 962–970. https://doi.org/10.31004/cendekia.v8i2.2958
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. https://doi.org/10.1787/53f23881-en https://doi.org/10.1787/53f23881-en
OECD. (2026). PISA 2025 assessment and analytical framework.
Papadopoulos, I., Patsiala, N., Baumanns, L., & Rott, B. (2021). Multiple approaches to problem posing: Theoretical considerations regarding its definition, conceptualisation, and implementation. Center for Educational Policy Studies Journal, 12(1), 13–34. https://doi.org/10.26529/cepsj.878
Ramadhana, R., & Hadi, A. (2021). Efektivitas penerapan model pembelajaran berbasis e-learning berbantuan LKPD elektronik terhadap hasil belajar peserta didik. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 380–389. https://doi.org/10.31004/edukatif.v4i1.1778
Ran, H., Cai, J., Muirhead, F., & Hwang, S. (2025). An analysis of unexpected responses in middle school students’ mathematical problem posing from the perspective of problem-posing processes. Educational Studies in Mathematics, 119(3), 467–486. https://doi.org/10.1007/s10649-025-10399-9
Saad, R. B., Garcia, A. L., & Garcia, J. M. C. (2025). Mapping constructivist active learning for STEM: Toward sustainable education. Sustainability, 17(13), Artikel 6225. https://doi.org/10.3390/su17136225
Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: A case study. Educational Studies in Mathematics, 105(3), 303–324. https://doi.org/10.1007/s10649-020-09973-0
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press. https://doi.org/10.1017/CBO9780511499944
Sosa-Martín, D., Perdomo-Díaz, J., Bruno, A., Almeida, R., & García-Alonso, I. (2024). The influence of problem-posing task situation: Prospective primary teachers working with fractions. The Journal of Mathematical Behavior, 73, Artikel 101139. https://doi.org/10.1016/j.jmathb.2024.101139
Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Dalam P. C. Clarkson (Ed.), Technology in mathematics education (h. 518–525). Mathematics Education Research Group of Australasia.
Zhang, L., Stylianides, G. J., & Stylianides, A. J. (2024). Enhancing mathematical problem posing competence: A meta-analysis of intervention studies. International Journal of STEM Education, 11(1), Artkel 48. https://doi.org/10.1186/s40594-024-00507-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sabri Sabri, Nadya Bosra, Hamzah Upu
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
