THE EFFECT OF CONTECTUAL PROBLEM-BASED TASKS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY IN SPLTV

Abstract

This study investigates the effect of using contextual problem-based tasks on the mathematical problem-solving ability of Grade X students in learning Systems of Linear Equations in Three Variables (SPLTV). A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample consisted of one experimental class and one control class selected through purposive sampling at SMAN 2 Rimba Melintang. The experimental class was taught using contextual problem-based tasks, while the control class received conventional instruction. Data were collected using a mathematical problem-solving ability test and analyzed through an independent samples t-test. The findings indicate a significant effect of contextual problem-based tasks on students’ mathematical problem-solving ability. Students exposed to contextual problem-based tasks demonstrated higher problem-solving performance than those taught using conventional methods. These results suggest that contextual problem- based tasks are effective in enhancing students’ mathematical problem-solving skills, particularly in SPLTV learning.