Developing Mathematical Problem-Solving Skills Using Polya’s Steps: A Problem-Based Learning Approach in Combinatorics for Grade 11 Students
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Abstract
This research aims to 1) compare the academic achievement and mathematical problem-solving skills following Polya's steps before and after learning through problem-based learning, and 2) compare the academic achievement and mathematical problem-solving skills following Polya's steps after problem-based learning with the 80% criterion. The sample consisted of 33 Grade 11 students from Ratchasima Wittayalai School in the first semester of the 2022 academic year. The research instruments included problem-based learning lesson plans, an achievement test, and a mathematical problem-solving skills test. Data were analyzed using percentage, mean, standard deviation, and dependent t-test. The results showed that the academic achievement and mathematical problem-solving skills following Polya's steps were significantly higher after learning than before at the 0.01 level, and the academic achievement and mathematical problem-solving skills after problem-based learning were significantly higher than the 80% criterion at the 0.01 level.
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