A Comparative Study of M-APOS, Knisley, and Discovery Learning on Students' Advanced Mathematical Thinking Skills
DOI:
https://doi.org/10.31958/jt.v29i1.16473Keywords:
Advanced mathematical thinking, self-regulated learning, mathematics education, m-apos, quasi-experimental studyAbstract
Advanced Mathematical Thinking (AMT), which includes representation, abstraction, creative thinking, and mathematical proof, is crucial for studying abstract algebra. However, there is limited research specifically investigating how the M-APOS, Knisley, and Discovery Learning models influence students' AMT abilities, especially in the context of self-regulated learning. This study aims to analyze the impact of these three learning models and self-regulated learning on students' AMT abilities, as well as to examine their interactions. This quantitative study utilized a 3×2 quasi-experimental factorial design. The participants were 66 students from the Mathematics Study Program at Universitas Pamulang, selected via purposive sampling. Twenty-two students were assigned to each learning model group. AMT proficiency was evaluated using a four-item essay test validated by experts. Self-regulated learning was assessed using questionnaires and classified as high or low based on the total score. Data were analyzed using two-way ANOVA. The results indicated that the learning model significantly affects AMT ability (F=9.66; p=0.001<0.05), whereas self-regulated learning does not have a significant effect (F=1.47; p=0.235>0.05). Furthermore, a significant interaction was found between the learning models and self-regulated learning on AMT ability (F=3.66; p=0.018<0.05). These findings suggest that the M-APOS model is more effective in enhancing students' AMT and that the learning model's effectiveness is influenced by levels of self-regulated learning.
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