The Effects of Problem Posing Learning Model on Students' Learning Achievement and Motivation
Authors: Agatha Puri Christidamayani, Yosep Dwi Kristanto
Abstract
Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students' learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students' learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students' learning achievement but has a positive and significant effect of the learning model on the students' learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students' interests, enthusiasm, diligence, collaboration, and self-control.
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Closest papers
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Problem Posing in Mathematics Education Research: A Systematic ReviewA. Kaur, R. Rosli · 2021 · International Journal of Academic Research in Progressive Education and Development · cited 11 times · Not summarized yet
Abstract
Students' critical thinking skills, attitudes, confidence, and understanding of mathematical concepts can be improved through problem-posing activities. However, teachers' and students' skills in problem-posing are still at a moderate level. This study aims to review the concept of problem posing and explore empirical research results on mathematical problem posing. The criteria for selecting empirical studies are publications between 2015 and 2020, the main focus of studies on mathematical problem posing, conducted in educational institutions, and sample empirical studies among students and teachers. Twenty articles were selected through a systematic search of the "ERIC" database. The findi…
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The Effect of Creative Problem Solving and Problem-Based Learning Models on Students' Mathematical Problem-Solving AbilityRizkiana Salfa Khanifah, N. Agustyaningrum, M. D. Pamungkas · 2026 · UNION Jurnal Ilmiah Pendidikan Matematika · Not summarized yet
Abstract
Mathematical problem-solving ability is one of the essential competencies in mathematics learning. However, this ability remains relatively low, largely due to teacher-centered instruction that leaves students insufficiently active and under-trained in solving mathematical problems. This gap highlights the need for learning models capable of enhancing such ability, namely Creative Problem Solving (CPS) and Problem-Based Learning (PBL). This study aims to examine: (1) the improvement in students' mathematical problem-solving ability through the CPS learning model, (2) the improvement in students' mathematical problem-solving ability through the PBL model, and (3) the difference in the effect …
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The Effect of Problem Posing Instruction on 9th Grade Students’ Mathematics Academic Achievement and RetentionS. Guvercin, Ali Kemal Cilavdaroglu, A. Savaş · 2014 · The Anthropologist · cited 18 times · Not summarized yet
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The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students' Cognitive StylesChuswatun Chasanah · 2020 · European journal of educational research · cited 66 times · Not summarized yet
Abstract
This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills, (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills, (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style, and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical com…
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Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning CycleHsi-Hsun Yang · 2024 · International Journal of Innovation, Management and Technology · cited 6 times · Not summarized yet
Abstract
This study examines how incorporating problem-posing tasks within a self-regulated learning cycle instructional model affects third-grade students’ mathematical metacognition and self-efficacy. While existing research often highlights the learning outcomes of problem-posing in math, the link between these activities and students’ metacognitive abilities in math still needs to be explored—additionally, the integration of self-regulated learning strategies with problem-posing tasks warrants further investigation. Employing a one-group pretest-posttest design, this research uses quantitative methods to measure the instructional approach’s impact on students’ math achievement, metacognitive skil…
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The Relationship Between Problem Posing and Problem Solving: A Systematic ReviewJ. Calabrese, M. Capraro, Christopher G. Thompson · 2022 · International Education Studies · cited 13 times · Not summarized yet
Abstract
Problem posing research in mathematics education has increased in the last decade. As a result, the intent of the present study is to examine and summarize the research that has been conducted. Specifically, we examined articles published from 2011–2020 that studied the impact of problem-posing instruction on students’ problem-solving abilities. In total, seven articles were included in the systematic review. We concluded that the effect of problem-posing instruction on students’ problem-solving skills is varied, though prior research on the relationship between posing and solving demonstrates a positive impact. Thus, while there remains a great need for further research in this area, there …
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Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future researchJin-Fa Cai, Stephen Hwang · 2020 · International Journal of Educational Research · cited 197 times · Not summarized yet
Abstract
Abstract Teachers are at the heart of implementing any educational innovation or improvement. One critical need is to investigate how teachers learn to use problem posing to teach mathematics in the classroom. This article conceptualizes issues about mathematical problem posing (MPP) and about learning to teach through problem posing. It highlights significant recent findings on using problem posing for teachers’ learning. It discusses methodological issues about problem-posing research, as well as the future directions of research on learning to teach through problem posing. The international perspective provides a broad view of ways to integrate MPP in classrooms in general and the use of …
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A Comparative Study of Problem-Posing Implementation Between Indonesia and Abroad in Mathematics EducationI. Wulandari, Yuanda Oktrin Lay, Puja Asti Ananta et al. · 2026 · Journal of General Education and Humanities · Not summarized yet
Abstract
The application of problem posing in mathematics education faces challenges, including teacher misconceptions and difficulties. This study examines the implementation of problem posing in Indonesia and internationally, focusing on the improvements achieved and the steps taken to achieve them. A Systematic Literature Review (SLR) method with a qualitative descriptive approach was used, adhering to PRISMA guidelines, to explore the impact of problem posing on cognitive and affective aspects. Cognitive aspects include creativity, problem-solving skills, critical thinking, mathematical communication, and related skills, while affective aspects include motivation, curiosity, and enjoyment. The re…
Prior work it builds on
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The Impact of Scientific Approach and What-If-Not Strategy Utilization towards Student’s Mathematical Problem Posing AbilityHarry Dwi Putra, T. Herman, U. Sumarmo · 2020 · International Journal of Instruction · cited 16 times · Not summarized yet
Abstract
Activities that play a significant role in mathematical thinking and problemsolving are mathematical problem posing. Scientific Approach with What-If-Not strategy (SA-WIN) is innovative learning that can improve the Mathematical Problem Posing Ability (MPPA) of students rather than Conventional Teaching (CT). This study aims to analyze the improvement of students' MPPA between those using PS-WIN and CT through N-gain test and t-test, student perception on PS-WIN and student difficulties in completing MPPA tests through descriptive analysis, and interactions between PMA and learning approaches to improve MPPA trough two-way ANOVA. The study was a pretest-posttest control group design. The sam…
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Problem-posing research in mathematics education: new questions and directionsF. Singer, N. Ellerton, Jin-Fa Cai · 2013 · Educational Studies in Mathematics · cited 185 times · Not summarized yet
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The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria.A. Tella · 2007 · Eurasia journal of mathematics, science and technology education · cited 435 times · Not summarized yet
Abstract
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other…
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Embedding game-based problem-solving phase into problem-posing system for mathematics learningK. Chang, Lin Wu, Sheng-En Weng et al. · 2012 · Comput. Educ. · cited 251 times · Not summarized yet
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An Analysis of Problem-Posing Tasks in Chinese and US Elementary Mathematics TextbooksJin-Fa Cai, Chun-Lian Jiang · 2017 · International Journal of Science and Mathematics Education · cited 102 times · Not summarized yet
Papers that cite it
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Effects of a Problem Posing Instructional Interventions on Student Learning Outcomes: A Three-Level Meta-AnalysisCheng Zhang, Ying Zhou, T. T. Wijaya et al. · 2024 · Thinking Skills and Creativity · cited 24 times · Not summarized yet
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Abstract
This research explores the differences between the two schools regarding three key variables: students' cognitive psychology, mathematical processing skills, and responses to mathematics learning, specifically within the context of comparative material in Grade VII. Additionally, it seeks to compare these three variables to understand how they vary across the two institutions. The study adopts a quantitative approach, with purposive sampling used to select a sample of 120 Grade VII students from two junior high schools. Data were gathered using a questionnaire based on a Likert scale, and analysis was conducted using comparison tests through specialized data processing software. The results …
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Perspectives on the problem-posing activity by prospective teachers: A cross-national studyLinda Devi Fitriana, Rooselyna Ekawati, Zoltán Kovács · 2022 · JME (Journal of Mathematics Education) · cited 6 times · Not summarized yet
Abstract
There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of…
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Determinants of Pesantren Educational Effectiveness: The Mediating Role of Student MotivationRicka Handayani, Esli Zuraidah Siregar, Ahmad Afandi et al. · 2026 · Journal of Educational Management and Strategy · Not summarized yet
Abstract
Previous studies have examined factors related to student motivation and educational effectiveness, but limited research has investigated these relationships within an integrated framework in the Pesantren context, particularly by considering student motivation as a mediating mechanism. This study examines the relationships between pedagogical approach, technology and learning media, the Pesantren environment, kiai leadership, student motivation, and Pesantren educational effectiveness. A quantitative cross-sectional study was conducted with 240 students selected through purposive sampling from selected Pesantren in Indonesia. Data were analyzed using Partial Least Squares Structural Equatio…
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Improving Learning Outcomes and Learning Motivation of Students Through Teams Games Tournament Learning Model (TGT)Rahayu Febri Riyanti, S. Suranto, Norazmie Yusof et al. · 2024 · Jurnal Varidika · cited 11 times · Not summarized yet
Abstract
This research investigates the impact of the problem-based learning (PBL) model on enhancing students' critical thinking abilities within civic education in third-grade classes at SDN Srewendari, Malang City. The study aims to assess the influence of the PBL approach on students' proficiency in analyzing facts, articulating reasons and arguments, drawing conclusions, and effectively presenting their findings. Employing a quasi-experimental design with the Nonequivalent Groups Pretest-Posttest Control Group methodology, the research compares the average post-test scores of critical thinking skills between the experimental and control groups through a t-test. The study population comprises thi…
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Updated on 6 November 2026.