The Influence of the Multi Representation Discourse (DMR) Cooperative Learning Model on Students' Mathematical Problem-Solving Ability

Abstract

This research is motivated by the low mathematical problem-solving ability of students, teacher-centered learning, and the use of ineffective learning models in class VIII of junior high school. This study aims to determine the effect of the Discourse Multi Representation (DMR) learning model on students' mathematical problem-solving ability. This study is a pre-experimental study with the Static Group Comparison Design research design. The research population was all students of class VIII, with randomly selected samples, namely class VIII.1 as the experimental class and VIII.3 as the control class. The research instrument used was a descriptive test of mathematical problem-solving ability. Data were analyzed using the t-test after first fulfilling the requirements for normality and homogeneity tests. The results of the hypothesis test at the significance level (significance = 0.05) showed that (t count = 2.770 > t table = 1.671) and p-value (= 0.004 < 0.05) were obtained, so that (H0) was rejected and (H1) was accepted. Thus, it can be concluded that the Discourse Multi-Representation (DMR) learning model has a significant effect on students' mathematical problem-solving abilities. Substantively, the results of this study indicate that the application of the DMR model can help students understand mathematical problems better through group discussion activities and the use of various forms of mathematical representation, such as verbal, symbolic, and visual. In addition, the DMR model also encourages students to be more active in expressing ideas, discussing, and finding problem-solving strategies together, so that students' abilities in solving mathematical problems are more developed compared to conventional learning