Pengembangan Model Pembelajaran Educational Research on Integrated Combinatorial-Thinking (ERIC) Untuk Mahasiswa Pendidikan Matematika

Abstract

The main issue in mathematics education at the university level is the low level of students' combinatorial thinking skills, which are crucial for solving complex problems. Previous studies have shown that students struggle to identify patterns, generalize solutions, and select appropriate formulas. Although the Problem-Based Learning (PBL) model has the potential to develop students' thinking abilities, it has limitations in guiding systematic exploration of various alternative solutions an essential aspect of combinatorial thinking. This study aims to develop a learning model called Educational Research on Integrated Combinatorial-thinking (ERIC) that is valid, practical, and effective in enhancing students' combinatorial thinking skills. The ERIC model integrates the PBL approach with combinatorial thinking indicators to provide a systematic and targeted instructional framework. This study employed the Research and Development (R&D) method using the Borg & Gall model, which includes preliminary studies, prototype development, expert validation, and product trials. The trial subjects were mathematics education students from several universities. The ERIC model consists of five instructional phases: problem identification, investigative approach, collaboration and discussion, problem solving, and evaluation. Supporting materials such as the model handbook, Student Worksheets (LKM), and Student Task Plans (RTM) were also developed. Expert validation confirmed that the ERIC model meets both content and construct validity criteria. Practicality tests indicated that the model is easy to implement and well understood by students. Effectiveness tests showed a significant improvement in students’ combinatorial thinking skills, particularly in understanding and applying mathematical patterns. Theoretically, the ERIC model contributes to the development of integrated instructional approaches. Practically, it offers an alternative guide for lecturers to improve the quality of mathematics instruction. In conclusion, the ERIC model is valid, practical, and effective in meaningfully enhancing students' combinatorial thinking skills.