Pengembangan Model Mathematical Problem-Solving Cooperative Learning Berdasarkan Theory of Planned Behaviour untuk Meningkatkan Keterampilan Pemecahan Masalah Peserta Didik

Abstract

Problem-solving skills are a core 21st-century competence essential for students. However, preliminary studies and PISA results indicate that Indonesian students’ problem-solving abilities remain below expectations. In contrast, the success of Indonesian students in international Olympiads demonstrates the existence of individuals with strong problem-solving behaviors, known as Good Problem Solvers (GPS). Therefore, transferring these effective problem-solving behaviors to other students through an appropriate learning model is necessary. This study aimed to develop a Mathematical Problem-Solving Cooperative Learning (MPSCL) model based on the Theory of Planned Behavior (TPB) to enhance students’ problem-solving skills. The novelty of this study lies in the development of a learning model that integrally combines Problem-solving Learning (PSL) and Cooperative Learning (CL) without diminishing the essential elements of either approach. Grounded in TPB and informed by the behavioral characteristics of GPS, the MPSCL model offers key advantages, including intensive problem-solving practice, cooperative learning among students with diverse characteristics and abilities, and the internalization of effective GPS problem-solving behaviors for broader application. The MPSCL model was developed using the Plomp and Nieven model. The participants were ninth-grade junior high school students. Data were collected through questionnaires, tests, interviews, and documentation. Model effectiveness was evaluated quantitatively using paired-sample t-tests and N-gain analysis. The findings indicate that the MPSCL model satisfies the criteria of validity, practicality, and effectiveness. Validity was established through expert validation, while practicality was rated as “excellent” based on classroom implementation and observations of student activities. Moreover, Cohen’s d and N-gain analysis showed substantial improvements in students’ problem-solving skills.