The SSML advantage in MPSA enhancement is significant for middle-MPK students but not for upper- and low-MPK students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the middle MPK category the SSML enhancement is significantly higher than CL (N-Gain 0.431 vs 0.331). → Murni 2013 q2 i? In the upper and low MPK categories there is no significant difference between SSML and CL enhancement (N-Gain 0.569 vs 0.332 upper; 0.310 vs 0.243 low). → Murni 2013 (2)

Evidence¶

Murni 2013¶

Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2013). The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 194-203. https://jurnal.unila.ac.id/index.php/jme

q2 · i? · causal · r2

Table 1 reports middle MPK N-Gain of 0.431 for PMSS versus 0.331 for PK, marked "Significantly SSML different from CL" in this quasi-experimental study of 135 students.

"In the middle MPK, there are difference about enhancement MPSA significantly between students who received SSML approach to students who got CL approach. Significantly, the enhancement MPSA students who received SSML approach is higher than those who got CL approach."

Murni 2013 (2)¶

Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2013). The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 194-203. https://jurnal.unila.ac.id/index.php/jme

q2 · i? · causal · r2

Table 1 marks upper MPK (PMSS 0.569 vs PK 0.332) and low MPK (PMSS 0.310 vs PK 0.243) as "There is no significant difference" between the learning approaches.

"In the high and low MPK, there are no differences about the enhancement MPSA students significantly between both learning approaches."

Discussion¶

Related Claims¶

• There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA — related
• There is no interaction between learning approach (SSML vs CL) and school level (high vs middle) on enhancement of MPSA — related
• Overall, students receiving soft skill-based metacognitive learning show significantly higher enhancement of mathematical problem solving ability than students receiving conventional learning — related