Students taught with the contextual mathematical thinking learning model showed significantly higher enhancement of higher-order thinking ability than the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The enhancement average of higher-order thinking ability in the experiment group was higher than the control group, with a significant difference between groups (t = 7.436, Sig. 0.00). → Damianus D. Samo 2017

Evidence¶

Damianus D. Samo 2017¶

Damianus D. Samo, Darhim & Bana Kartasasmita. (2017). Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students. International Education Studies, 10(12). https://doi.org/10.5539/ies.v10n12p17

q2 · i? · causal · r1

Quasi-experimental implementation phase with 78 Grade VIII students in two groups (39 per group) learning cone, cylinder and sphere material. After normality and homogeneity-of-variance checks (Levene F = .733; the table prints its significance as "3.95"), the independent-samples t test on enhancement data (t = 7.436, Sig. 0.00) showed "significant differences between the higher-order thinking ability between the experiment and control groups".

"there were significant differences between the higher-order thinking ability between the experiment and control groups. Enhancement average of higher-order thinking ability showed the average enhancement in the experiment group is higher than the control group."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Higher-order thinking ability improved significantly in both the experimental and control groups after learning activities — related
• Across all four measured HOTS skills, the experimental group's posttest means exceeded the control group's, and pretest-posttest values were significantly linear — related