Increasing Students' Mathematical Problem-Solving Abilities and Attitudes Towards Mathematics Through Cups Learning Model
DOI:
https://doi.org/10.59890/ijeps.v4i4.29Keywords:
Cups Learning Model, Mathematical Problem Solving Ability, Attitude Toward MathematicsAbstract
The study investigated the effectiveness of the Conceptual Understanding Procedures (CUPs) learning paradigm in enhancing seventh-graders' mathematical problem-solving skills and attitudes toward mathematics. Conducted with 69 students in Jambi, Indonesia, the quasi-experimental design involved a control group receiving traditional training and an experimental group utilizing CUPs. Data gathered through attitude surveys and mathematics tests revealed that the experimental group had a greater mean gain score (M = 7.69, SD = 2.52) compared to the control group (M = 5.56, SD = 2.96). Most students also expressed positive attitudes toward learning mathematics with the CUPs model, particularly in terms of involvement and teamwork. The findings suggest that CUPs can effectively enhance mathematical problem-solving skills and foster positive attitudes in secondary education.
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