Publisher

IKIP SILIWANGIIKIP SILIWANGI

Journal Infinity JournalInfinity Journal Abstract

To make students actively involved in learning to grasp mathematical higher-order thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level as well as work within a variety of professions, especially in the era of the industrial revolution such nowadays. Many factors affect students thinking abilities, including learning factors. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, the learning approach plays an important role in the way it increased students MHOTS significantly. (2) The average contribution of constructivism-based learning to MHOTS was at the range of 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous in implementing constructivism-based teaching and learning to improve MHOTS.

Conclusion

Based on the research results, it can be concluded that constructivism-based learning can improve mathematical high-order thinking skills (MHOTS), such as mathematical understanding, problem-solving skills, and creative thinking abilities.Student activity significantly increased in the experimental class, indicating that constructivism-based learning effectively engages students.In some cases, an interaction effect was observed between the learning approach and students prior mathematical knowledge regarding the achievement of MHOTS.

Future Research

Further research should investigate the optimal integration of local cultural contexts into constructivism-based learning to enhance student engagement and relevance. Another study could examine the effectiveness of incorporating Information and Communication Technology (ICT) tools, such as Geogebra, to facilitate understanding and improve mathematical problem-solving skills. Finally, it is recommended to explore the impact of specific affective factors like mathematical disposition, social skills, and self-regulated learning on the effectiveness of constructivism-based approaches to deliver the most effective learning experience and improve higher-order thinking skills of students.

References

1. Domain‐Specific Principles Affect Learning and Transfer in Children - Brown - 1990 - Cognitive Science... onlinelibrary.wiley.com/doi/10.1207/s15516709cog1401_6DomainAaSpecific Principles Affect Learning and Transfer in Children Brown 1990 Cognitive Science onlinelibrary wiley doi 10 1207 s15516709cog1401 6
2. On Eight Grade Students Understanding in Solving Mathematical Problems | Minarni | Asian Social Science... ccsenet.org/journal/index.php/ass/article/view/70496On Eight Grade Students Understanding in Solving Mathematical Problems Minarni Asian Social Science ccsenet journal index php ass article view 70496
3. Infinity Journal. developing students ability mathematical connection outdoor mathematics learning infinity... e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/234Infinity Journal developing students ability mathematical connection outdoor mathematics learning infinity e journal stkipsiliwangi ac index php infinity article view 234

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