A STUDY OF MATHEMATICAL PROBLEM-SOLVING ABILITY IN LINEAR EQUATIONS IN ONE VARIABLE OF GRADE 7 STUDENTS USING CONCRETE-PICTORIAL-ABSTRACT: CPA APPROACH
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Abstract
The goal of this study was to compare grade 7 students' abilities to solve mathematical problems in linear equations in one variable using the Concrete-Pictorial-Abstract: CPA technique with 60 percent of the maximum score criterion. A one-group posttest-only design was used in this study. The participants in this study were 44 Grade 7 students from Sriayudhya School who were in the second semester of the 2019 academic year. The cluster random sampling approach was used to choose them. The research instrument of this study comprised (1) linear equations in one variable lesson plans employing the CPA technique, (2) a test of mathematical problem-solving abilities in linear equations in one variable, and (3) a checklist for mathematical problem-solving behavior observation. Descriptive statistics and a Z-test for population proportion were used to analyze the quantitative data acquired. Alice F. Artz and Eleanor Armour-Thomas' observation framework was used to examine the qualitative data obtained. The results showed that at the statistical significance level of .05, more than 60% of the participants who studied mathematical problem-solving skills in linear equations in one variable earned a score greater than 60% of the maximum score requirement. The majority of students did the following: (1) highlighted significant facts or conditions provided by the problem, as well as the problem's aim, (2) created an equation from the graphic to demonstrate the link between the supplied information,
(3) accurately solved an equation utilizing cancellation principles, and (4) comprehended the link between the equation's concrete, pictorial, and abstract concepts.
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