Reconceptualising Mathematical Problem Solving and Higher-Order Thinking: A Comparative Analysis of Lesson Study-Based Instruction and Conventional Teaching
DOI:
https://doi.org/10.31949/ijeir.v4i2.15179Abstract
This study aimed to examine the effect of Lesson Study-based instruction on students’ Higher-Order Thinking Skills (HOTS) and Mathematical Problem-Solving abilities regarding similarity. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. Two intact Grade VIII classes at SMP Negeri 1 Maja, Majalengka Regency, were purposively selected as the experimental group (receiving Lesson Study-based instruction) and the control group (receiving conventional instruction). Data were collected using a validated essay test of six items—three measuring Mathematical Problem-Solving skills based on Polya’s framework and three measuring HOTS aligned with the revised Bloom’s Taxonomy indicators. The test showed high validity and reliability after piloting. Data analysis included normality tests (Shapiro-Wilk), homogeneity of variance tests (Levene’s test), independent samples t-tests to compare post-test and normalized gain (N-gain) scores, and effect size interpretation based on Hake’s classification. The results revealed a significant improvement in both post-test and N-gain scores in the experimental group compared to the control group, indicating that Lesson Study-based instruction effectively enhances students’ advanced cognitive skills in mathematics. This study supports integrating collaborative lesson design and reflective teaching practices in mathematics education to improve problem-solving and higher-order thinking
Keywords:
Lesson Study , Higher-Order Thinking Skills (HOTS) , Mathematical Problem-Solving , Quasi-Experimental Design , Similarity in MathematicsDownloads
References
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