Mathematical multiple representation and mathematical problem-solving abilities of junior high school students employing an open-ended strategy

DOI: https://doi.org/10.34007/jdm.v6i3.2739
Nora Yusnita(1), Firmansyah Firmansyah(2), Cut Latifah Zahari(3), Rita Destini(4),


(1) Universitas Muslim Nusantara Al Washliyah, Medan, North Sumatra, Indonesia, 20147
(2) Universitas Muslim Nusantara Al Washliyah, Medan, North Sumatra, Indonesia, 20147
(3) Universitas Muslim Nusantara Al Washliyah, Medan, North Sumatra, Indonesia, 20147
(4) Universitas Muslim Nusantara Al Washliyah, Medan, North Sumatra, Indonesia, 20147

Abstract


This study investigates the effect of the open-ended learning strategy on students’ multiple mathematical representation and problem-solving abilities in junior high school mathematics. A quasi-experimental method employing a pretest–posttest control group design was implemented with two classes of eighth-grade students at SMP Negeri 28 Medan. The experimental group received open-ended learning, while the control group received direct instruction. Data were collected through tests of multiple mathematical representation and problem-solving ability, complemented by classroom observations. Quantitative data were analyzed using descriptive statistics, the Mann–Whitney U test, the independent samples t-test, and Spearman’s rank correlation.The results revealed that students taught using the open-ended learning strategy achieved higher posttest scores in both multiple representation and problem-solving abilities compared to those taught through direct instruction. A statistically significant difference was found in problem-solving ability (p = 0.001), while representational ability showed a positive but nonsignificant trend. Moreover, a significant positive correlation (r = 0.367, p = 0.003*) was found between students’ multiple representation and problem-solving abilities. These findings indicate that open-ended learning promotes higher-order thinking by enabling students to explore diverse solution strategies, construct meaning through multiple representations, and engage in reflective reasoning. The study highlights the pedagogical potential of open-ended learning as an effective approach to fostering conceptual understanding and creative mathematical thinking aligned with the goals of the Merdeka Curriculum.

Keywords


Open-ended learning; multiple mathematical representation; problem-solving ability; higher-order thinking

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DOI: https://doi.org/10.34007/jdm.v6i3.2739

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DOI: https://doi.org/10.34007/jdm.v6i3.2739

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