Problem Solving Learning with Drawing a Diagram Strategy to Improve Mathematical Reflective Thinking Skills

Abstract

Mathematics learning in schools today tends to be limited to formula memorization and routine exercises, leading to a lack of cognitive engagement of students. Learning innovations are needed that can develop mathematical reflective thinking skills. This study aims to determine the difference in the improvement of mathematical reflective thinking skills between students who are taught using problem-solving strategies by drawing diagrams and students who are taught by the expository method. This study used a quasi-experiment design with a Randomized Posttest Only Control Group Design, involving a population of 288 grade VIII students. Two groups were randomly selected from clusters, each consisting of 36 students; one group as an experiment and the other as a control. Data were collected through a written test of mathematical reflective thinking ability and analyzed using an independent sample t-test to see significant differences between groups. The results showed that students who were taught with diagramming strategies experienced a significant improvement in mathematical reflective thinking skills compared to the control group. This study concludes that the diagramming strategy is effective in improving mathematical reflective thinking skills and helping students in solving problems systematically.