THE EFFECTS OF MATHEMATICAL LEARNING MANAGEMENT BY COGNITIVELY GUIDED INSTRUCTION (CGI) FOCUS ON GRADE 8 STUDENTS’ PROBLEM SOLVING ABILITY IN SURFACE AREA AND VOLUME OF PYRAMID

Abstract

This research aimed to study Grade 8 students’ problem solving abilities in the topic of surface area and volume of pyramid after learning management by Cognitively Guided Instruction (CGI) and study students’ learning behaviors during by CGI. The target group consisted of 36 Grade 8 students from the intensive science-mathematics program at Satriwittaya 2 School during the academic year 2024. Research instruments included 9 CGI lesson plans and a 3 - items subjective mathematical problem-solving test in surface area and volume of pyramid. Quantitative data were analyzed the using arithmetic mean and percentage. Qualitative data were analyzed through students’ problem-solving behaviors from exercises and test using content analysis. The findings revealed that Grade 8 students demonstrated problem-solving ability with an average score of 15.73 out a total of 20 points. Furthermore, students showed engagement in solving the given problems, effectively selecting strategies and executing problem - solving steps in a sequential and appropriate manner. During the discussion phase, students actively engaged with their classmates' problem-solving processes, leading to diverse conceptual approaches for some problem situations.