Enhancing Students’ Mathematical Intuitive-Reflective Thinking Ability through Problem-Based Learning with Hypnoteaching Method

Abstract

This research aims to analyze the enhancement and the achievement of mathematical intuitive-reflective thinking ability of students who worked under Problem-Based Learning with Hypnoteaching Method (PBLH) and students who worked under Conventional Learning with Hypnoteaching (CLH). This research is a quasi-experimental research with the pretest-posttest control group design. The research instruments used were mathematical intuitive-reflective thinking ability (MIRTA) test, journals, and students’ responses to PBLH. Data were analyzed using two-way ANOVA. The results showed that the enhancement and achievement of MIRTA of the students who worked under PBLH is higher than the students who worked under CLH viewed from the whole students and Mathematical Prior Knowledge (MPK). There is no interaction between learning approach and MPK on the enhancement of the students’ MIRTA.

Key Words: Problem-based learning, hypnoteaching method, mathematical intuitive-reflective thinking ability.