MBCL and Interactive E-Module: Do They Work Well Together for Student’s Math Problem Solving Skill?

Abstract ―​

Lack of mathematical knowledge and metacognitive skills results in low mathematical problem solving ability. The purpose of this study was to determine the effectiveness of metacognitive-based contextual learning model (MBCL) combined with interactive e-module on mathematical problem solving ability of junior high school students. This research is a quantitative research with quasi-experiment design. Two classes were selected as experimental and control classes through random sampling technique. The experimental class was treated with MBCL model assisted by interactive e-module and the control class was treated with conventional learning model. Data were collected through mathematical problem solving tests (pre-test and post-test) and student response questionnaires. The research data were analyzed using independent sample t-test after the prerequisite tests, namely normality and homogeneity tests. The results of the independent sample t-test test showed that the tcount value was greater than the ttable (2.249>1.679). This means that the mathematical problem solving ability of students taught with the MBCL model assisted by interactive e-modules is better than students taught with conventional models.