The Development of Mathematical Problem-Solving Ability through Cooperative Learning Management with the STAD Model and the DAPIC Problem-solving Process in the Topic of Probability for Grade 9 Students
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Abstract
This Article aimed 1) to study the guidelines for cooperative learning management with the STAD model and the DAPIC problem-solving process to develop mathematical problem-solving ability in the topic of probability for grade 9 students. 2) to develop mathematical problem-solving ability through cooperative learning management with the STAD model and the DAPIC problem-solving process in the topic of probability for grade 9 students. This research format is qualitative research. The sample group used in this research were 20 grade 9 students of Thesaban 3 School (Chanwittaya), Phetchabun Province, who were selected by cluster sampling. An action research model was used for 3 cycles and 9 hours. The research instruments were learning management plans, learning management reflection forms, activity sheets, and mathematics problem-solving ability tests. Content analysis and triangulation were conducted.
The research results were found as follows; the collaborative learning management approach through the STAD model with the DAPIC problem-solving process that develops mathematical problem-solving ability had the following key points: reviewing prior knowledge so that students can link prior knowledge to new content, presenting problem situations that are relevant to students’ real lives, and dividing groups with mixed abilities or genders so that students can work together, allowing students to exchange knowledge of scheduling activities, and providing positive reinforcement to promote a good attitude towards learning mathematics. 2) After learning management through collaborative learning with the STAD model and the DAPIC problem-solving process, most students had a good mathematical problem-solving ability, 18 students and equal to 90 percent.
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