STUDY THE EFFECTIVENESS OF HEURISTIC STRATEGY WITH METACOGNITIVE AND INVESTIGATION APPROACH TO THE STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITY

Abstract

The aim of this study is to analyze the effectiveness of heuristic strategies of each class of learning approach, creativity, and their interactions with the students' mathematical problem-solving skills in the sequence and series material. This study is a quasi-experimental study with a 2 x 3 factorial design. The stratified cluster random sampling technique was used here in this study for the sample collection. The instruments used to collect the data were a mathematics preliminary ability test, a creativity questionnaire, and a mathematics problem-solving ability test. Based on the results of hypothesis testing using a two-way variance analysis with unequal cells and further testing, it is concluded that: (1) The Students who are taught with the Metacognitive learning approach have better mathematical problem-solving skills than the students who are taught with the Investigative learning approach. (2) The Students with a higher level of creativity have better problem-solving skills than the students with the level of lower creativity. (3) The Students with the high level of creativity taught with the metacognitive approach have better problem-solving skills than the students with the level of moderate or low creativity taught with the Investigative learning approach, and the students with moderate creativity have better problem-solving skills than students with low creativity. (4) In the high level of creativity category, students who are taught learning with the metacognitive approach have better mathematical problem-solving skills than the investigative learning approach. In the category of medium and low levels of creativity, students who use the metacognitive learning approach have the same mathematical problem-solving skills as students who are given learning with the investigative learning approach.