Problem Solving Abilities of The Eliciting Activities Model Reviewed from Wordwall Assisted Cognitive Styles

Gahita Alifah Hasna'; Hery Sutarto

doi:10.30998/bywcgm21

Authors

Gahita Alifah Hasna' State University of Semarang Author
Hery Sutarto State University of Semarang Author

DOI:

https://doi.org/10.30998/bywcgm21

Keywords:

Mathematical Problem Solving, Eliciting Activities, Wordwall

Abstract

Mathematical problem-solving skills are essential competencies in mathematics learning. This study examines these abilities through the application of the Model Eliciting Activities (MEAs) assisted by Wordwall. The research to analyze these abilities through the application of the Model Eliciting Activities (MEAs) supported by the use of Wordwall. This study uses a mixed method approach with a sequential explanatory design. The subjects of the study is students in grade X SMAN 6 Semarang. The quantitative approach is used to see the achievement of students' mathematical problem-solving skills, while the qualitative approach is used to analyze the thinking process of students in solving problems based on the cognitive styles of Field Independet (FI) and Field Dependent (FD). The results of qualitative research showed that (1) the completeness of students' mathematical problem-solving ability achieved classical completeness, (2) there was an increase in mathematical problem-solving ability after the treatment was given, (3) the increase in students' learning outcomes in the experimental group was higher than that of the control group. The results of qualitative research showed that students with the FI type were better than students with the FD type. Schools can utilize this research through the Model Eliciting Activities (MEAs) approach, supported by Wordwall, as an innovative teaching alternative to improve high school students’ mathematical problem-solving skills.

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