Implementation of the Connected Mathematics Project Learning Model on Students' Mathematical Problem Solving Abilities
), Marzuki Ahmad(2), Sabri Sabri(3), Ilham Sahdi Lubis(4)
| 
Country:
(1) South Tapanuli Education Institute, Indonesia
(2) South Tapanuli Education Institute, Indonesia
(3) South Tapanuli Education Institute, Indonesia
(4) South Tapanuli Education Institute, Indonesia
Corresponding Author
10.23960/jpmipa/v24i3.pp556-570
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2023 Sinar Depi Harahap, Marzuki Ahmad, Sabri Sabri, Ilham Sahdi Lubis
Abstract: Low Mathematical Problem Solving Ability (MPSA) is a major problem in research. One learning model that supports increasing MPSA in learning is the Connected Mathematics Project (CMP) learning model. The aim of this research is to describe the implementation of the CMP learning model on students' MPSA. This type of research is quasi-experimental with a one group pretest posttest design. The research population was class VIII students' at MTsN 1 Padangsidimpuan consisting of 11 study groups. The research sample was students' from class VIII-11 with a total of 33 students'. The research instrument was the CMP learning management observation sheet and students' MPSA test. Analysis of data from observations was carried out descriptively and analysis of student MPSA data was carried out using inferential statistical tests using the paired t-test. The research results show that CMP learning management obtained an average score of 3.52 (good). Furthermore, analysis of the students' MPSA data shows a significance value of 0.00 which is smaller than the alpha level of 0.05 (there is a significant difference between the average pre-test and post-test scores). Furthermore, an n-gain value of 0.44 (Medium) was obtained. Thus it is concluded that the implementation of CMP learning on students' MPSA is effective.
Keywords: implementation, CMP, problem solving, mathematics.
Abstrak: Rendahnya Kemampuan Pemecahan Masalah Matematika (MPSA) merupakan masalah utama dalam penelitian. Salah satu model pembelajaran yang mendukung peningkatan MPSA dalam pembelajaran adalah model pembelajaran Connected Mathematics Project (CMP). Tujuan penelitian ini adalah untuk mendeskripsikan implementasi model pembelajaran CMP terhadap MPSA siswa. Jenis penelitian adalah quasi eksperimen dengan rancangan one group pretest posttest design. Populasi penelitian adalah siswa kelas VIII MTsN 1 Padangsidimpuan yang terdiri dari 11 Rombongan belajar. Sampel Penelitian adalah siswa kelas VIII-11 dengan jumlah siswa 33 orang. Instrumen penelitian adalah lembar observasi pengelolaan pembelajaran CMP dan Tes MPSA siswa. Analisis data hasil observasi dilakukan dengan deskriptif dan analisis data MPSA siswa dilakukan dengan uji statistik inferensial uji paired t-test. Hasil penelitian menunjukkan pengelolaan pembelajaran CMP memperoleh nilai rata rata 3,52 (baik). Selanjutnya analisi data MPSA siswa menunjukkan nilai signifikansi 0,00 lebih kecil dari taraf alpha 0,05 (terdapat perbedaan signifikan dari nilai rata rata pretes dan postes). Selanjutnya diperoleh nilai n-gain 0,44 (Sedang). Dengan demikian disimpulkan bahwa Implementasi pembelajaran CMP terhadap MPSA siswa adalah efektif.
Kata kunci: implementation, CMP, pemecahan masalah, matematika.
Agustinova, N., & Granita, G. (2021). meningkatkan kemampuan pemecahan masalah matematis: eksperimen model pembelajaran connected mathematics project (cmp)
Jurnal Pendidikan MIPA, 24 (3), 2023, 556-570
pada siswa mts [improving mathematical problem solving abilities: experiments on the connected mathematics project (cmp) learning model for mts students]. JURING (Journal for Research in Mathematics Learning), 4(1), 81. https://doi.org/10.24014/juring.v4i1.11643
Ahmad, M., Siregar, Y. P., & Siregar, N. A. (2018). The effectiveness of realistic mathematics learning model based on mandailing culture in teaching of students’ mathematical problem solving ability. 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018), 285, 131–137. https://doi.org/10.2991/icm2e-18.2018.31
Ahmad, M., Siregar, Y. P., Siregar, N. A., & Effendi, H. (2018). Realistic math-based learning model based on mandailing culture. IJSBAR, 39(1), 67–78. https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/8501
Andriani, D., Widada, W., Herawaty, D., Ardy, H., Nugroho, K. U. Z., Ma’rifah, N., Anggreni, D., & Anggoro, A. F. D. (2020). Understanding the number concepts through learning connected mathematics (CM): A local cultural approach. Universal Journal of Educational Research, 8(3), 1055–1061. https://doi.org/10.13189/ujer.2020.080340
Aprilia, S. N., Wijaya, A. F., & Suryadi, S. (2014). Efektivitas website sebagai media e-government dalam meningkatkan pelayanan elektronik pemerintah daerah (studi pada website pemerintah daerah kabupaten jombang) [the effectiveness of websites as e-government media in improving regional government electronic services (study on jombang regency regional government websites)]. Wacana (Jurnal Sosial Dan Humaniora), 17(2), 126–135. https://www.neliti.com/publications/40110
Aprillia, E., & Lestari, K. E. (2022). Efektivitas model connected mathematics project terhadap kemampuan penalaran matematis dan kecemasan matematika [the effectiveness of the connected mathematics project model on mathematical reasoning ability and mathematics anxiety]. Jurnal Educatio, 8(3), 873–882. https://doi.org/10.31949/educatio.v8i3.2305
Arthur, Y. D., Owusu, E. K., Asiedu-Addo, S., & Arhin, A. K. (2018). Connecting mathematics to real life problems: a teaching quality that improves students’ mathematics interest. IOSR Journal of Research & Method in Education (IOSR-JRME), 8 Ver. II(4), 65–71. https://doi.org/10.9790/7388-0804026571
Asdarina, O., & Ridha, M. (2020). Analisis kemampuan penalaran matematis siswa dalam menyelesaikan soal setara pisa konten geometri [analysis of students' mathematical reasoning ability in solving pisa equivalent questions on geometry content]. Numeracy, 7(2). https://doi.org/10.46244/numeracy.v7i2.1167
Bhakti, Y. B., Astuti, I. A. D., & Agustina, I. (2018). The influence process of science skill and motivation learning with creativity learn. Journal of Education and Learning, 12(1), 30–35. https://doi.org/10.11591/edulearn.v12i1.6912
Chan, M. C. E., & Clarke, D. (2017). Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving. ZDM Mathematics Education, 49, 951–963. https://doi.org/10.1007/s11858-017-0876-2
Cifarelli, V. V., & Sevim, V. (2015). Problem posing as reformulation and sense-making within problem solving. (pp.). . https://link.spr. In In M. Singer, N. F. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice
Jurnal Pendidikan MIPA, 24 (3), 2023, 556-570 567
(pp. 177–194). New York, NY: Springer. https://link.springer.com/chapter/10.1007/978-1-4614-6258-3_8
Coles, A., & Brown, L. (2016). Task design for ways of working: making distinctions in teaching and learning mathematics. Journal of Mathematics Teacher Education, 19(2), 149–168. https://doi.org/10.1007/s10857-015-9337-4
Damaryanti, D. D., Mariani, S., & Mulyono. (2017). Analisis kemampuan penalaran geometri ditinjau dari self-efficacy pada pembelajaran connectedmathematic project (cmp) berbasis etnomatematika [analysis of geometry reasoning ability in view of self-efficacy in ethnomathematics-based connectedmathematic project (cmp) learning]. UJME: Unnes Journal of Mathematics Education, 6(3), 325–332. https://doi.org/10.15294/ujme.v6i3.17126
Daniel, D., Siregar, E. Y., & Harahap, S. D. (2021). Efektivitas penggunaan model pembelajaran connected mathematic project terhadap kemampuan pemecahan masalahmatematis siswa di smk negeri 1 lumut [the effectiveness of using the connected mathematic project learning model on students' mathematical problem solving ability at smk negeri 1 lumut]. JURNAL MathEdu (Mathematic Education Journal), 4(1), 80–87. http://journal.ipts.ac.id/index.php/MathEdu
Daulay, L. A. (2022). Peningkatan kemampuan penalaran matematis siswa dengan menggunakan pembelajaran connected mathematics project (cmp) [increasing students' mathematical reasoning ability using connected mathematics project (cmp) learning]. OMEGA: Jurnal Keilmuan Pendidikan Matematika, 1(2), 22–28. https://doi.org/10.47662/jkpm.v1i2.221
de Koning, B. B., Boonen, A. J. H., Jongerling, J., van Wesel, F., & van der Schoot, M. (2022). Model method drawing acts as a double-edged sword for solving inconsistent word problems. Educational Studies in Mathematics, 111(1), 29–45. https://doi.org/10.1007/s10649-022-10150-8
Díez-Palomar, J., Simic, K., & Varley, M. (2006). “Math is everywhere”: connecting mathematics to students’ lives. The Journal of Mathematics and Culture, VI(2), 20–36.
Doorman, M., Bos, R., de Haan, D., Jonker, V., Mol, A., & Wijers, M. (2019). Making and implementing a mathematics day challenge as a makerspace for teams of students. International Journal of Science and Mathematics Education, 17(1), 149–165. https://doi.org/10.1007/s10763-019-09995-y
Fitriatien, S. R., Leksono, I. P., & Prayogo. (2021). Pengaruh model pembelajaran connected mathematics project (cmp) terhadap kemampuan pemecahan masalah matematis siswa smp [the influence of the connected mathematics project (cmp) learning model on the mathematical problem solving ability of middle school students]. PROXIMAL: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(2), 48–55. https://e-journal.my.id/proximal/article/view/1243
Hake, R. R. (1999). Analyzing change/gain scores. Dept. of Physics, Division D, 1–4. https://web.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf
Harahap, T. H. (2020). Pengaruh model pembelajaran connected mathematics project (cmp) terhadap kemampuan engaruh model pembelajaran connected mathematics project (cmp) terhadap kemampuan representasi matematis [the influence of the connected mathematics project (cmp) learning model on ability the influence of the connected mathematics project (cmp) learning model on mathematical
Jurnal Pendidikan MIPA, 24 (3), 2023, 556-570
representation ability]. Jurnal MathEducation Nusantara, 3(1), 31–39. https://doi.org/10.54314/jmn.v3i1.98
Harahap, T. H., & Nasution, M. D. (2021). Upaya meningkatkan pemahaman konsep matematika menggunakan model pembelajaran connected methematics project (cmp) [efforts to improve understanding of mathematical concepts using the connected mathematics project (cmp) learning model]. Journal Mathematics Education Sigma [JMES], 2(1), 8–12. https://doi.org/10.30596/jmes.v2i1.6746
Hinojosa, D. M., & Bonner, E. P. (2021). The community mathematics project: using a parent tutoring program to develop sense-making skills in novice mathematics educators. Mathematics Education Research Journal, 35(3), 497–524. https://doi.org/10.1007/s13394-021-00401-x
Hourigan, M., & Leavy, A. M. (2022). Elementary teachers’ experience of engaging with teaching through problem solving using lesson study. Mathematics Education Research Journal, 0123456789. https://doi.org/10.1007/s13394-022-00418-w
Kemendikbud. (2016). Permendikbud nomor 21 tahun 2016 tentang standar isi pendidikan dasar dan menengah [minister of education and culture regulation number 21 of 2016 concerning content standards for primary and secondary education].
Langer-Osuna, J. M. (2018). Exploring the central role of student authority relations in collaborative mathematics. ZDM Mathematics Education, 50, 1077–1087. https://doi.org/10.1007/s11858-018-0965-x
Langer-Osuna, J., Munson, J., & Gargroetzi. (2020). “So what are we working on?”: how student authority relations shift during collaborative mathematics activity. Educ Stud Math, 104, 333–349. https://doi.org/10.1007/s10649-020-09962-3
Lestari, W. (2017). Pengaruh model pembelajaran connected mathematic project terhadap kemampuan pemecahan masalah matematika [the influence of the connected mathematics project learning model on mathematical problem solving ability]. JKPM (Jurnal Kajian Pendidikan Matematika), 02(02), 245–253. https://journal.lppmunindra.ac.id/index.php/jkpm/article/view/2498
Lester, F. K. J. (2013). Thoughts about research on mathematical problem- solving instruction. The Mathematics Enthusiast, 10(1), 245–278. https://doi.org/10.54870/1551-3440.1267
Lidwina, F. L., Citroresmi, N., Kontekstual, P., & Siswa, M. B. (2021). Penerapan model pembelajaran connected mathematics project (cmp) dengan pendekatan kontekstual terhadap kemampuan penalaran [application of the connected mathematics project (cmp) learning model with a contextual approach to reasoning ability]. De Fermat : Jurnal Pendidikan Matematika, 4(2), 1–11. https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/208
Lithner, J. (2017). Principles for designing mathematical tasks that enhance imitative and creative reasoning. ZDM Mathematics Education, 49(6), 937–949. https://doi.org/10.1007/s1185 8-017-0867-3
Lorenzo, M. (2005). The development, implementation, and evaluation of a problem solving heuristic. International Journal of Science and Mathematics Education, 3(2), 33–58. https://link.springer.com/article/10.1007/s10763-004-8359-7
Martin, T., Brasiel, S. J., Turner, H., & Wise, J. C. (2012). Effects of the connected mathematics project 2 (cmp2) on the mathematics achievement of grade 6 students
Jurnal Pendidikan MIPA, 24 (3), 2023, 556-570 569
in the mid-atlantic region (Vol. 2). https://eric.ed.gov/?q=“No+impact”+RCT&pr=on&id=ED530513
OECD. (2019). Programme for international student asessessment (pisa) results from PISA 2018.
Olsson, J., & Granberg, C. (2022). Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using scratch. Mathematical Thinking and Learning, 1–28. https://doi.org/10.1080/10986065.2022.2105567
Peltenburg, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2012). Special education students’ use of indirect addition in solving subtraction problems up to 100-a proof of the didactical potential of an ignored procedure. Educational Studies in Mathematics, 79(3), 351–369. https://doi.org/10.1007/s10649-011-9351-0
Puteri, J. W., & Riwayati, S. (2017). Kemampuan koneksi matematis siswa pada model pembelajaran conneted mathematics project (cmp) [students' mathematical connection abilities in the connected mathematics project (cmp) learning model]. FIbonacci Jurnal Pendidikan Matematika Dan Matematika, 3(2), 161–168. https://doi.org/https://doi.org/10.24853/fbc.3.2.161-168
Rambe, A. Y. F., & Afri, L. D. (2020). Analisis kemampuan pemecahan masalah matematis siswa dalam menyelesaikan soal materi barisan dan deret [analysis of students' mathematical problem solving ability in solving problems on sequences and series material]. AXIOM : Jurnal Pendidikan Dan Matematika, 9(2), 175. https://doi.org/10.30821/axiom.v9i2.8069
Rohendi, D., & Dulpaja, J. (2013). Connected mathematics project ( cmp ) model based on presentation media to the mathematical connection ability of junior high school student. Journal of Education and Practice, 4(4), 17–22. https://doi.org/https://www.iiste.org/Journals/index.php/JEP/article/view/4512
Rupalestari, D., Hartono, Y., & Hapizah. (2018). Hasil belajar siswa pada materi peluang melalui model connected mathematics project di kelas viii [student learning results on opportunity material through the connected mathematics project model in class VIII]. Jurnal Gantang, 3(2), 63–71. https://doi.org/10.31629/jg.v3i2.465
Sari, W. P., Haji, S., & Nirwana. (2020). Peningkatan kemampuan pemahaman konsep siswa smp negeri 11 kota bengkulu melalui model pembelajaran connected mathematics project (cmp) [increasing the ability to understand concepts of students at smp negeri 11 bengkulu city through the connected mathematics project (cmp) learning model]. Jurnal Pendidikan Matematika Raflesia, 05(02), 75–83. https://ejournal.unib.ac.id/index.php/jpmr
Segura, C., & Ferrando, I. (2023). Pre-service teachers’ flexibility and performance in solving fermi problems. Educational Studies in Mathematics, 113(2), 207–227. https://doi.org/10.1007/s10649-023-10220-5
Son, A. L., Darhim, & Fatimah, S. (2020). Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style. Journal on Mathematics Education, 11(2), 209–222. https://doi.org/10.22342/jme.11.2.10744.209-222
Sormunen, K., Juuti, K., & Lavonen, J. (2020). Maker-centered project-based learning in inclusive classes: supporting students’ active participation with teacher-directed reflective discussions. International Journal of Science and Mathematics
Jurnal Pendidikan MIPA, 24 (3), 2023, 556-570
Education, 18(4), 691–712. https://doi.org/10.1007/s10763-019-09998-9
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan r&d [quantitative, qualitative and r&d research methods]. Bandung:Alfabeta.
Susanti, D., & Sulastri, Y. L. (2020). Peningkatan kemampuan pemecahan masalah matematik peserta didik smp melalui model pembelajaran connected mathematics [improving middle school students' mathematical problem solving abilities through the connected mathematics learning model]. UJMES, 05(01), 55–64. https://doi.org/10.30999/ujmes.v5i1.922
Tirpáková, A., Gonda, D., Wiegerová, A., & Navrátilová, H. (2023). Developing the concept of task substitution and transformation by defining own equivalences. Educational Studies in Mathematics, 2004, 1–20. https://doi.org/10.1007/s10649-023-10264-7
Vicente, S., Verschaffel, L., Sánchez, R., & Múñez, D. (2022). Arithmetic word problem solving. analysis of singaporean and spanish textbooks. Educational Studies in Mathematics, 111(3), 375–397. https://doi.org/10.1007/s10649-022-10169-x
Wake, G., Swan, M., & Foster, C. (2016). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, 19(2–3), 243–260. https://doi.org/10.1007/s10857-015-9332-9
Wardhani, I. S. (2015). Menumbuhkan kemampuan berfikir geometri melalui pembelajaran connected mathematics project (cmp) [developing geometry thinking ability through connected mathematics project (cmp) learning]. PENA SD (Jurnal Pendidikan Dan Pembelajaran Anak Sekolah Dasar), 1(1), 97–105. https://doi.org/10.29100/jpsd.v1i01.431
Weldeana, H. N., & Abraham, S. T. (2014). The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics. Journal of Mathematics Teacher Education, 17(4), 303–330. https://doi.org/10.1007/s10857-013-9266-z
Yeo, J. B. (2017). Development of a framework to characterise the openness of mathematical tasks. International Journal of Science and Mathematics Education, 15(1), 175–191. https://doi.org/10.1007/s10763-015-9675-9
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.