Development of Mathematics Achievement, Mathematics Problem- Solving Ability, and Responsibility Using Inquiry-Based Learning Management of Grade, 7 Students
DOI:
https://doi.org/10.14456/jcct.2024.9Keywords:
Mathematics Achievement, Mathematics Problem-Solving Ability, Responsibility, Inquiry-Based Learning ManagementAbstract
This study aimed to 1) compare the mathematics achievement before and after the inquiry-based learning management, 2) compare the mathematics achievement after learning management with the 70 percent criterion, and 3) develop the level of mathematics problem-solving and responsibility after the learning management of grade, 7 students. The instruments used for data collection were learning management plans, achievement tests, problem-solving ability tests, and responsibility tests. Data analysis was analyzed using mean, standard deviation, the t-test. The results found that 1) the students have higher mathematics achievement after learning than before learning, and higher than the 70 percent criterion at a statistically significant of 0.05 levels, 2) problem-solving ability at high levels, and 3) responsibility after learning management at most levels.
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