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Problem-solving is an important component of mathematics education because it is the single vehicle which seems to be able to become a good problem solver. Holmes states that reliable problem solver will be able to race against questionable needs, become more productive workers and be able to overcome complex problems related to the global community. In mathematics learning, problem-solving can be interpreted as a process or an important capability that must always be developed by students in order to become a reliable problem solver (Permata, Kusmayadi and Fitriana, 2018). This indicates that problem-solving is an important skill that must be owned and always developed by students.

 

According to the aforementioned importance, it is necessary to enhance students’ mathematics problem-solving. Teachers has an important role in developing students’ mathematical abilities, one of them is by selecting and using learning models. Teachers must be wise in choosing appropriate and effective learning models to achieve learning goals. According to Tambychik and Meerah (2010), if the teaching and learning process is not fully effective for each student, the process of developing mathematical abilities is also increasingly difficult. Therefore, in order to improve students’ problem-solving abilities, it is necessary to seek a better learning models.

 

This study was based on research and development design. The main purpose of this study were: (1) develop a learning models for enhancing mathematics problem-solving among high school’s students; (2) to study the effects of the developed learning models on mathematics problem-solving. The determinants of the quality of the development of the learning models in this study included valid, practical and effective criteria. The components of the learning models developed included syntax and support system. Indicators of mathematical problem-solving abilities used in this study was IDEAL problem solver.

 

Researcher taught students in the experimental group that using the developed learning models, whereas students in control group were taught using traditional learning for four face-to-face meetings of linear program material. Mathematics problem-solving tests were used both pre-test and post- test. During the experiment, the researcher made observations on the implementation of learning. After the experiment, the researcher gathered user (teachers and students) responses regarding the use of the learning models developed.

 

The product developed was a combination of the Realistic Mathematics Education (RME) and Krulik-Rudnick’s problem-solving strategy. The development carried out was the development of the model results of analysis and synthesis of the RME model and Krulik-Rudnick’s problem-solving strategy so that it became a single unified integration. The syntax of the RME with Krulik-Rudnick’s problem-solving strategy can be seen in the Table 1.

 

Table 1. The syntax of the RME with Krulik-Rudnick’s problem-solving strategy.

 

Step

Syntax

1

Posing real-life problem

2

Organize students to learn

3

Solving problem

4

Presentation and discussion

5

Developing conceptual and procedural knowledge

6

Applying knowledge

 

The results of this study include (1) the validator states the learning models is valid without revision; (2) a teacher and students can apply the six steps of the developed learning models and give positive response to the use of the learning models developed; (3) the mathematical problem-solving skill of the experiment group students was higher than that of the control group and the mathematical problem-solving skill of the experiment group students after given treatment higher than before treatment at the .05 level of significance. That is confirmed that the RME model and Krulik-Rudnick’s problem-solving strategy could enhance high school students’ mathematical problem-solving skill.

high school, Krulik-Rudnick problem-solving strategy, problem-solving ability, RME