Developing Problem-Solving Ability on the Topic of Fractions through Experiential Learning Management for Sixth Grade Students

Abstract

The purpose of this research was to develop problem-solving ability on the topic of fractions through experiential learning for Grade 6 students. The sample consisted of 8 Grade 6 students from a small school in Kalasin Province, selected by purposive sampling. The research instruments included: 1) eight experiential learning lesson plans, divided into two action cycles (Action Cycle 1: Comparing and ordering fractions for 4 lesson plans and Action Cycle 2: Addition and subtraction of fractions for 4 lesson plans); 2) a multiple-choice test with 4 options, consisting of 20 items, designed to assess problem-solving ability in fractions. The data were analyzed using mean, percentage, and standard deviation. The research findings revealed that students’ average score in Action Cycle 1 was 67.5%, and in Action Cycle 2 was 91.25%. The overall average score across both cycles was 79.38%, which exceeded the 70% criterion and was at a good quality level with statistical significance at the .05 level.