ECIRR Model with QSH Strategy and Environmental Literacy: Evaluation of Mathematical Problem-Solving Abilities

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Published: Mar 23, 2024
DOI: https://doi.org/10.19109/MathSciEdu.v1i1.18972
Keywords:
ECIRR Learning Model, QSH Strategy, Mathematical Problems Solving Ability, Environmental Literacy

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Dwika Rahmi Hidayanti
Universitas Negeri Yogyakarta
Kana Hidayati
Universitas Negeri Yogyakarta
Siti Nurfajriah
Universitas Negeri Yogyakarta

Abstract

This study aimed to determine the effect of the ECIRR (Elicit, Confront, Identify, Resolve, and Reinforce) learning model with the QSH (Question Student Have) strategy on mathematical problem-solving abilities in terms of students' environmental literacy. This type of research was quasi-experimental with a 2×3 factorial design. The data collection techniques were problem-solving tests and environmental literacy questionnaires. The data analysis techniques employed were normality test, homogeneity test, and two-way ANOVA test. Based on the results of the study, it was concluded that the ECIRR learning model with the QSH strategy had an effect on students' mathematical problem-solving abilities. There was no influence of environmental literacy on students' mathematical problem-solving abilities. There was no interaction between the treatment of the ECIRR learning model with the QSH strategy with the environmental literacy category on students' mathematical problem-solving abilities.

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Hidayanti, D. R., Hidayati, K., & Nurfajriah, S. (2024). ECIRR Model with QSH Strategy and Environmental Literacy: Evaluation of Mathematical Problem-Solving Abilities. MathSciEdu: Journal of Mathematics and Science Education, 1(1), 25-38. https://doi.org/10.19109/MathSciEdu.v1i1.18972
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Vol. 1 No. 1 (2024): MathSciEdu: Journal of Mathematics and Science Education
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How to Cite

Hidayanti, D. R., Hidayati, K., & Nurfajriah, S. (2024). ECIRR Model with QSH Strategy and Environmental Literacy: Evaluation of Mathematical Problem-Solving Abilities. MathSciEdu: Journal of Mathematics and Science Education, 1(1), 25-38. https://doi.org/10.19109/MathSciEdu.v1i1.18972

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