The Effect of React Learning on Mathematical Problem Solving from the Perspective of Mathematical Disposition

Rizki Fauziah; Yurniwati; Nurjannah

doi:10.63922/ijevss.v5i03.5223

Rizki Fauziah Universitas Negeri Jakarta, Indonesia
Yurniwati Universitas Negeri Jakarta, Indonesia
Nurjannah Universitas Negeri Jakarta, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5223

Keywords: REACT model, mathematical problem-solving, mathematical disposition, elementary education, contextual learning.

Abstract

Mathematical problem-solving is a fundamental competency that is often hindered by conventional, teacher-centered expository instruction. This study examines the effect of the REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) learning model on mathematical problem-solving skills, with a specific focus on the moderating role of students' mathematical dispositions. A quasi-experimental method utilizing a 2×2 factorial posttest-only control group design was applied to fifth-grade students in Ciracas, East Jakarta. The sample comprised four classes selected via cluster random sampling, divided into an experimental group receiving REACT instruction and a control group receiving Expository instruction. Data were collected using a problem-solving essay test based on Polya's indicators and a mathematical disposition questionnaire adapted from NCTM standards. Data analysis using Two-way Analysis of Variance (ANOVA) demonstrated that the REACT model significantly improves problem-solving abilities compared to expository learning (F = 13.6; p = 0.000). Furthermore, a significant interaction emerged between the learning model and mathematical disposition (F = 22.2; p = 0.000). Tukey's post-hoc test revealed that students with a high mathematical disposition benefited significantly more from the REACT model (p = 0.000). Conversely, no significant difference in problem-solving ability was observed between the two learning models for students with a low mathematical disposition (p = 0.885). The findings indicate that while REACT provides a meaningful, context-driven learning experience, its optimal effectiveness relies heavily on the affective characteristics of the students.

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