Improving Mathematical Problem Solving Ability and Mathematical Representation through an Inquiry Learning Model with a Coastal Based Contextual Approach on Geometry Material in Junior High School Students in Kairatu District

Abstract

This was an experimental study with a pretest-posttest control group design that was carried out at Junior High Schools in Kairatu District with a sample of 162 students. The aim of this research is: (1) Improve students' mathematical problem-solving abilities through inquiry learning models with a coastal-based contextual approach to geometry material, (2) Improve students' mathematical representation through inquiry learning models with a coastal-based contextual approach to geometry material, (3) Knowing the differences in increasing mathematical problem-solving abilities and mathematical representation abilities in geometry material for students who receive inquiry learning with a coastal-based contextual approach, (4) Determine the interaction between inquiry learning with a coastal-based contextual approach and conventional learning and students' initial mathematical abilities in the high, medium, and low categories towards increasing students' mathematical problem-solving abilities in geometry material, and (5) Determine the interaction between inquiry learning with a coastal-based contextual approach and conventional learning and early mathematical abilities in the high, medium, and low categories towards increasing students' mathematical representation abilities in geometry material.

From the results of this study, it appears that: (1) The inquiry learning model with a coastal-based contextual approach can improve students' mathematical problem-solving abilities in geometry material, and the results of the improvement are included in the medium category,  (2) The inquiry learning model with a coastal-based contextual approach can improve students' mathematical representation skills in geometry material, and the results of the improvement are included in the medium category, (3) There is a difference in the increase in mathematical problem solving abilities and mathematical representation abilities in the geometry material of students who obtain inquiry learning models with coastal-based contextual approaches and conventional learning models, (4) There is no significant relationship between the learning model and the level of early mathematics ability. This can be seen from the results obtained showing that the significant value is 0.311 which means more than the value α = 0.05, But the initial level of mathematical ability affects students' mathematical problem-solving abilities, and conversely, the learning model also influences students' mathematical problem-solving abilities, and (5) There is no significant relationship between the learning model and the level of early mathematics ability. This can be seen from the results obtained, showing that the significant value is 0.483, which is more than the value α = 0.05, but the initial level of mathematical ability affects the ability of students' mathematical representations, and vice versa, the learning model also influences the increase in students' mathematical representation abilities.

Keywords: Inquiry model, coastal-based contextual approach, problem-solving skills, mathematical representation