DEVELOPING MATHEMATICAL PROBLEM-SOLVING SKILLS BASED ON PISA USING DESIGN THINKING FOR GRADE 9 STUDENTS
DOI:
https://doi.org/10.55003/JIE.25109Keywords:
Design thinking, Mathematical problem-solving skillsinequality, PISA framework, Linear inequality in one variable, One-variable inequalityAbstract
The development of mathematical problem-solving skills based on the PISA framework using design thinking aims to examine the effects of learning management based on the design thinking process on mathematical problem-solving skills in accordance with the PISA framework, focusing on linear inequalities in one variable for Grade 9 students. The sample consisted of 30 Grade 9 students, selected through cluster random sampling. The research applied three cycles of classroom action research. Research instruments included lesson plan, worksheets, reflective learning forms, and PISA-based mathematical problem-solving tests. The data were analyzed in two parts, specifically, qualitative analysis using content analysis of the reflective learning forms, and quantitative analysis employing descriptive statistics, including the mean () percentage (%) and standard deviation (SD). The results indicated that the first cycle of action, the overall average score (
= 12.11, SD = 2.94), equivalent to 50.13%. In the second cycle, the overall average score (
= 19.30, SD = 3.69), equivalent to 71.48%, and in the third cycle, the overall average score (
= 21.03, SD = 2.64), equivalent to 85.67%. This indicates that learning management using the design thinking process improved continuously across all cycles. When considering students’ mathematical problem-solving skills based on the PISA framework across the three dimensions, it was found that Dimension 1 Formulate (F) showed the greatest improvement, followed by Dimension 2 Employ (E), and Dimension 3 Interpret and Evaluate (I), respectively.
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