Post-test problem-solving mean scores were 78.35 for the jumping-task CPS class, 67.12 for the sharing-task CPS class, and 58.76 for the conventional class¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The jumping-task CPS class scored highest on the post-test, followed by the sharing-task CPS class and the conventional class. → Hobri 2020

Evidence¶

Hobri 2020¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q3 · i? · causal · r2

Descriptive post-test statistics for the three classes of 34 students each in the quasi-experiment; the article reports the between-class difference as t(102) = -6.401, p < 0.05. Pre-test means were near-identical (49.85, 50.17, 49.67).

"Table presents the post -test results of experimental clas s (x 1), marked at 78.35 (SD = 11.96), while the experimental class (x 2) gained 67.12 (SD = 13.34), and another in control class (x 3) reached 58.76 (SD = 11.84)."

Discussion¶

Related Claims¶

• Jumping task based on CPS produces higher problem-solving ability than sharing task based on CPS, which in turn outperforms conventional instruction, in eighth-grade mathematics — possibly the same claim (merge candidate)
• During jumping task based on CPS lessons, 44% of experimental-class students were rated strongly active and 29% active by observers — related
• Sharing task based on CPS produced better problem-solving ability than conventional lecture-based instruction — related
• Students interviewed after jumping task based on CPS lessons reported enthusiasm and found the problems challenging — related