Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia

Research Article

The Effect of Puzzle-based Learning Approach on Students’ Mathematical Intuitive Thinking Ability

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  • @INPROCEEDINGS{10.4108/eai.30-9-2019.2291177,
        author={Lia  Kurniawati and Mardiana  Zulfa and Ramdani  Miftah},
        title={The Effect of Puzzle-based Learning Approach on Students’ Mathematical Intuitive Thinking Ability},
        proceedings={Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia},
        publisher={EAI},
        proceedings_a={ICEMS},
        year={2020},
        month={1},
        keywords={puzzle-based learning approach mathematical intuitive thinking quasi experiment},
        doi={10.4108/eai.30-9-2019.2291177}
    }
    
  • Lia Kurniawati
    Mardiana Zulfa
    Ramdani Miftah
    Year: 2020
    The Effect of Puzzle-based Learning Approach on Students’ Mathematical Intuitive Thinking Ability
    ICEMS
    EAI
    DOI: 10.4108/eai.30-9-2019.2291177
Lia Kurniawati1,*, Mardiana Zulfa2, Ramdani Miftah1
  • 1: UIN Syarif Hidayatullah Jakarta, Indonesia
  • 2: insan Cendekia Madani Elementary Shcools, Indonesia
*Contact email: lia.kurniawati@uinjkt.ac.id

Abstract

The purpose of this research was to know students’ mathematical intuitive thinking ability between students taught with Puzzle-based Learning Approach and those taught using a Scientific Approach. The research was conducted at a senior high school Tangerang Selatan. The method of research used was quasi experiment with posttest-only control group design. The samples were 64 students; 32 students in experimental group and 32 students in controlled group by cluster random sampling technique. Data collection to measure the ability of students’ mathematical intuitive thinking used by test instrument. The result of this research showed that the value of sig.= 0,000 was less than signification standard 0,05 on hypothesis test. This indicated that the average of students’ mathematical intuitive thinking ability of teaching sequences and series taught using Puzzle-based Learning Approach was higher than those taught with Scientific Approach. This research concludes that learning mathematics using Puzzle-based Learning Approach has an effect on students’ mathematical intuitive thinking ability.