This study aims to determine the effect of applying a problem-posing approach on mathematical problem-solving ability. The research method used in this study is a quasi-experimental design with a post-test-only control group design. Sampling techniques by applying random cluster sampling. The sample classes selected in this study were class XI MIPA 4 and XI MIPA 5 SMA Negeri 1 Jakarta. The instrument used in this study consists of 5 questions with polynomials as a topic to measure students’ mathematical problem-solving abilities. That five questions have gone through validity and reliability tests before being tested on the sample. The results of testing the statistical hypothesis using the t-test using the significance α = 0.05 were obtained tcount > 5.389 > ttable = 1.665 so that the application of learning with the problem-posing approach affected student’s mathematical problem-solving ability. In addition, the result of a large calculation of the influence with Cohen’s d Effect Size was obtained by 1,213. These results show that the problem-posing approach has an 88% effect on students mathematical problem-solving abilities and falls into a large category.

Topics
Students, Learning and learning models, Statistical analysis
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