Improving Students' Mathematics Learning Outcomes through Polya's Computational Approach and Problem-Solving Approach
Authors
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Risa Chusniah
Universitas PGRI Wiranegara
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Ani Afifah
universitas PGRI Wiranegara
https://orcid.org/0000-0002-3925-1208
DOI:
https://doi.org/10.61650/dpjpm.v3i2.934Keywords:
Learning outcomes, Computational Thinking, Improvement, Polya, Wilcoxon Signed RankAbstract
This study aims to analyze the improvement of students' mathematics learning outcomes through the application of the Computational Thinking approach and the Polya problem-solving approach. This study used a quasi-experimental method with a Non-Equivalent Control Group Design. The subjects were 28 students of class VIII A of SMP Negeri 4 Pasuruan as the experimental group and 23 students of class VIII B as the control group. The instruments used were pretest and posttest tests on the data centering material. Data analysis was carried out using the Wilcoxon Signed Rank test because most of the data were not normally distributed. The test results showed a significant improvement in both groups after treatment. However, the improvement achieved by students in the Computational Thinking group was higher than that of the Polya group. This proves that Computational Thinking is more effective in encouraging students to think systematically, analytically, and reflexively in solving mathematical problems.
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References
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Cousins, I. T. (2020). Strategies for grouping per-and polyfluoroalkyl substances (PFAS) to protect human and environmental health. Environmental Science Processes and Impacts, 22(7), 1444–1460. http://doi.org/10.1039/d0em00147c DOI: https://doi.org/10.1039/D0EM00147C
Ernawati. (2020). Analysis of difficulties in solving mathematical problems categorized higher order thinking skills (HOTS) on the subject of rank and shape of the root according to polya stages. Journal of Physics Conference Series, 1563(1). http://doi.org/10.1088/1742-6596/1563/1/012041 DOI: https://doi.org/10.1088/1742-6596/1563/1/012041
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Jocius, R. (2021). Infusing Computational Thinking into STEM Teaching: From Professional Development to Classroom Practice. Educational Technology and Society, 24(4), 166–179. Retrieved from https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85117944020&origin=inward
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