Abstract

Abstract Mathematical functions are good to learn for solving problems in everyday life associated with the "input" and "output" processes. Mathematically, functions are expressed in terms of formulas. Students may be able to determine the functional value of a given function formula for an input value, but most students still have difficulties to do otherwise. The difficulties faced by students are related to the ability to transfer problem in context to mathematical problem. ELPSA (Experience, Language, Pictorial, Symbolic, Application) is a framework that views learning as an active process in which students build their own way of knowing (developing understanding) through both individual thinking and social interaction with others. This is an experimental research to measure the effect of mathematics teaching by using ELPSA framework on students’ ability to solve function problems. The samples of this study were the 8 th grade of Aletheia Christian Junior High School at Mataram city, West Nusa Tenggara. This research used a quasi-experimental with non-equivalent control group design. Data were collected by giving a test and observations during the learning process taken place. Data were analyzed by using data analysis tools in Microsoft. Based on the results of statistical tests and observations of students’ performance during the mathematics learning process, then there was significant effect of the ELPSA framework on students’ ability to solve function problems. Furthermore, it is can be used as a reference for mathematics teachers to use ELPSA framework as an innovative strategy of teaching mathematics in improving students’ problem solving skills.

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