The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills
Abstract
The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02<0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01<0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability
Abstract View: 746 
PDF Download: 574
Similarity Check Download: 40
Metrics
References
Akar, S. S., & Erden, M. K. (2021). Distance education experiences of secondary school math teachers during the pandemic: A narrative study. Turkish Online Journal of Distance Education, 22(3), 1–20. https://doi.org/10.17718/tojde.961809
Akinmola, E. A. (2014). Developing mathematical problem solving ability : a panacea for a sustainable development in the 21 st century by science and technical education department. International Journal of Education and Research, 2(2), 1–8.
Allchin, D. (2013). Problem- and case-based learning in science: An introduction to distinctions, values, and outcomes. CBE Life Sciences Education, 12(3), 364–372. https://doi.org/10.1187/cbe.12-11-0190
Amalia, E., Surya, E., & Syahputra, E. (2017). The effectiveness of using problem based learning (pbl) in mathematics problem solving ability for junior high school students. Ijariie, 3(2), 3402–3406.
Anwar, N. M., Rasool, S. S., Haq, R., (2012). A comparison of creative thinking abilities of high and low achievers secondary school students. International Interdisciplinary Journal of Education, 1(1), 1–6.
Basumatary, D. (2021). Academic achievement and quality schooling of assam: An analysis. Think India Journal, 22(10), 1.
Bosch, M., & Winsløw, C. (2016). Linking problem solving and learning contents : the challenge of self-sustained study and research processes. Recherches En Didactique Des Mathématiques, 35(3), 357–401.
Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence using the Mayers-Salovey-Caruso Emotional Intelligence Test. Psicothema, 18(Suppl), 34–41.
Cartwright, M. D., Kloos, H., Mano, Q., & Hord, C. (2018). Child-guided math practice: The role of regulatory emotional self-efficacy for children experiencing homelessness. CogSci 2018, 1(July), 1452–1457.
Darma, I. K., Candiasa, I. M., Sadia, I. W., & Dantes, N. (2018). The effect of problem based learning model and authentic assessment on mathematical problem solving ability by using numeric ability as the covariable. Journal of Physics: Conference Series, 1040(1), 1-10. https://doi.org/10.1088/1742-6596/1040/1/012035
Divrik, R., Pilten, P., & Taş, A. M. (2020). Effect of inquiry-based learning method supported by metacognitive strategies on fourth-grade students’ problem-solving and problem-posing skills: A mixed methods research. International Electronic Journal of Elementary Education, 13(2), 287–308. https://doi.org/10.26822/iejee.2021.191
Freeman, G. G., & Wash, P. D. (2013). You can lead students to the classroom, and you can make them think: Ten brain-based strategies for college teaching and learning success. Journal on Excellence in College Teaching, 24(3), 99–120.
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
Jalaluddin, Mardhatillah, Silaban, P. J., Sari, S. M., & Setiawan, D. (2020). The effect of emotional intelligence on the results of learning mathematics in students elementary school. Advances in Mathematics: Scientific Journal, 9(12), 10577–10582. https://doi.org/10.37418/amsj.9.12.43
Kellems, R. O., Cacciatore, G., & Osborne, K. (2019). Using an augmented reality–based teaching strategy to teach mathematics to secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 42(4), 253–258. https://doi.org/10.1177/2165143418822800
Khoerunisa, S. E. S., Kusmawan, U., & Patras, Y. E. (2020). Relationship of emotional intelligent and self-confidence with students’ self-regulated learning. Conference: International Conference on Innovation in Education and Pedagogy (ICIEP) 2020, 1-7.
Lesh, R. (1981). Applied mathematical problem solving. In Educational Studies in Mathematics, 12 (2), 235–264. https://doi.org/10.1007/BF00305624
Mercer, S., & Gkonou, C. (2017). Understanding emotional and social intelligence among english language teachers. United Kingdom: British Council.
Myers, J. A., Witzel, B. S., Bouck, E. C., & Mathis, J. N. (2021). Middle school math teachers ’ perceptions of their classroom practices among students with disabilities before and during the pandemic: A pilot study. K12 Online Research, 7, 209–231.
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia - Social and Behavioral Sciences, 116(2012), 3169–3174. https://doi.org/10.1016/j.sbspro.2014.01.728
Rosli, R., Goldsby, D., Margareth, M. (2013). Assesing students' mathematical problem solving and problem-posing skill. Asian Sosial Science, 9(16), 54-61. https://dx.doi.org/10.5539/ass.v9n16p54
Supriyanto, B. (2014). Penerapan discovery learning untuk meningkatkan hasil belajar siswa kelas vi b mata pelajaran matematika pokok bahasan keliling dan luas lingkaran di SDN tanggul wetan 02 kecamatan tanggul kabupaten jember. Pancaran, 3(2), 165–174.
Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94. https://doi.org/10.22342/jme.8.1.3324.85-94
Taub, M., & Azevedo, R. (2018). Using sequence mining to analyze metacognitive monitoring and scientific inquiry based on levels of efficiency and emotions during game-based learning. Journal of Educational Data Mining, 10(3), 1–26. https://doi.org/10.1016/j.learninstruc.2017.08.005
Tezer, M., Çavuş, S., Aslam Orkun, M., Osum, A., & Ture, A. (2021). Examination of opinions of elementary school students on Mathematics course in the COVID-19 pandemic process. International Journal of Learning and Teaching, 13(1), 42–53. https://doi.org/10.18844/ijlt.v13i1.5279
Walkington, C., & Bernacki, M. L. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues. Motivational Interventions, 18, 139–176. https://doi.org/10.1108/S0749-742320140000018004
Vaughan, R., Laborde, S., McConville, C. (2018). The effect of athletic expertise and trait emotional intelligence and decission making. European Journal of Sport Scienc,10(2), 2-3. https://doi.org/10.1080/17461391.2018.1510037
Vrinda, V., & Joshith, V. P. (2018). Reflection of problem solving skill in life and mathematics education through modeling and applying. I-Manager’s Journal on Educational Psychology, 12(2), 1. https://doi.org/10.26634/jpsy.12.2.15141
Yayuk, E., Purwanto, As’Ari, A. R., & Subanji. (2020). Primary school students’ creative thinking skills in mathematics problem solving. European Journal of Educational Research, 9(3), 1281–1295. https://doi.org/10.12973/eu-jer.9.3.1281
Yılmaz, Z., Gülbağcı Dede, H., Sears, R., & Yıldız Nielsen, S. (2021). Are we all in this together?: Mathematics teachers’ perspectives on equity in remote instruction during pandemic. Educational Studies in Mathematics, 108(1–2), 307–331. https://doi.org/10.1007/s10649-021-10060-1
Copyright (c) 2022 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 746 times
PDF downloaded = 574 times
Similarity Check downloaded = 40 times
