Development of Mathematical Problem Solving Ability of grade 7 students Using DAPIC Problem Solving Process Combined with Socratic Questioning Techniques

Abstract

This research aims to 1) compare the mathematical problem solving ability after learning using the DAPIC problem solving process with the Socratic questioning technique compared to the 70 percent criterion, 2) compare the learning achievement in applying linear equations with one variable before and after organizing the learning using the DAPIC problem solving process with the Socratic questioning technique, 3) compare the learning achievement in applying linear equations with one variable after organizing the learning using the DAPIC problem solving process with the Socratic questioning technique compared to the 70 percent criterion, and 4) study the satisfaction of grade 7 students toward organizing the learning using the DAPIC problem solving process with the Socratic questioning technique. The sample group used in this research was 40 grade 7 students of Samut Sakhon Burana School, who were randomly selected using a cluster random sampling. The one group pretest-posttest design was used. The tools were used in the research consisted of 1) lesson plan,           2) mathematical problem solving ability test, 3) mathematics achievement test and 4) satisfaction questionnaire. Statistics are used to percentage, mean, standard deviation, and t-test. The results before and after the research found that: 1) The mathematical problem solving ability after learning using the DAPIC problem solving process with the Socratic questioning technique was higher than the 70 percent criterion at a 0.05 level of statistical significance, 2) The learning achievement of grade 7 students after organizing the learning using the DAPIC problem solving process with the Socratic questioning technique was higher than before learning at a 0.01 level of statistical significance,   3) the learning achievement of grade 7 students after organizing the learning using the DAPIC problem solving process with the Socratic questioning technique was higher than the 70 percent criterion at a 0.05 level of statistical significance and 4) the satisfaction of grade 7 students after using the DAPIC problem solving process with the Socratic questioning technique was at a very satisfactory level.