Developing an Inductive–Deductive Learning Model with Cognitive Conflict to Enhance Junior High School Students’ Mathematical Problem-Solving Skills and Self-Confidence

Authors

  • Rusmini Rusmini Universitas Potensi Utama, Indonesia
  • Sariayu Sibarani Universitas Sisingamangarajan XII Tapanuli, Indonesia
  • Yulia Fitri Universitas Potensi Utama, Indonesia
  • Mulyana Putri Universitas Potensi Utama, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i2.9001

Keywords:

inductive–deductive model, cognitive conflict, mathematical problem-solving, self-confidence

Abstract

Mathematical problem-solving and self-confidence are essential competencies in mathematics education, yet classroom instruction often emphasizes procedural learning rather than flexible reasoning and conceptual understanding. Previous studies have generally examined inductive–deductive reasoning and cognitive conflict independently, leaving limited evidence on their integrated application. This study aimed to develop and evaluate the Thinking in Two Directions learning model, which combines inductive–deductive reasoning with cognitive conflict to improve junior high school students’ mathematical problem-solving skills and self-confidence.This study employed Educational Design Research (EDR) based on the Plomp model, including preliminary research, prototype development, and assessment phases. The field trial involved 32 eighth-grade students in Indonesia. Data were collected through mathematical problem-solving tests, self-confidence questionnaires, classroom observations, and student reflections. Quantitative data were analyzed using normalized gain (N-Gain), paired-sample t-tests, and Cohen’s d, while qualitative data were analyzed thematically.The developed model demonstrated satisfactory validity, practicality, and effectiveness. Students’ mathematical problem-solving scores improved significantly from 52.10 to 81.90 (N-Gain = 0.62, p < .05) with a large effect size (d = 1.12). Self-confidence increased by 20.8% (d = 0.93). Qualitative findings revealed that cognitive conflict promoted conceptual restructuring, flexible reasoning, and greater confidence in solving mathematical problems.Integrating inductive–deductive reasoning with cognitive conflict provides a theoretically grounded instructional approach that simultaneously strengthens conceptual understanding and self-confidence. The model offers a practical framework for mathematics instruction while contributing to the development of innovative learning models that support higher-order thinking in secondary education.

References

Achsin, M., Kartono, & Wibawanto, H. (2020). Analysis of Problem Solving Capabilities in Problem Based Learning Contextual Approaches Based on Metacognitive Awareness. Unnes Journal of Mathematics Education Research, 9(2), 147–155. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/32979

Akmam, A., Afrizon, R., Koto, I., Setiawan, D., Hidayat, R., & Novitra, F. (2024). Integration of cognitive conflict in generative learning modelto enhancing students’ creative thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 20(9). https://doi.org/10.29333/ejmste/15026

Andra Meisantry Assari, N. A. (2025). Development of Inquiry-Based E-Modules Integrated with STEM in Stoichiometry Material to Improve Creative Thinking Skills and Learning Motivation. 11(3), 1130–1142.

Christman, E., Miller, P., & Stewart, J. (2024). Beyond normalized gain: Improved comparison of physics educational outcomes. Physical Review Physics Education Research, 20(1), 10123. https://doi.org/10.1103/PhysRevPhysEducRes.20.010123

Creswell, J. W. (2019). Research design pendekatan kualitatif, kuantitatif, dan mixed / penulis, John W. Creswell ; penyunting, Saifuddin Zuhri Qudsy. Jakarta : Yayasan Mitra Netra, 2019.

Gabriel Lopez, G. (2025). Self-Efficacy: Bandura’s Theory Of Motivation In Psychology. Https://Www.Simplypsychology.Org/Self-Efficacy.Html, (i), 1–26.

Hasratuddin, K., Fauzi, M. A., & Siregar, N. (2020). Geometry Learning Based on Cognitive Conflict in the Department of Mathematics. … Journal of Mathematics, 3(10), 1–9. Retrieved from http://www.ijojournals.com/index.php/m/article/view/362

Hidayat, A. a. (2018). DEVELOP STUDENTS ’ MATHEMATICAL PROBLEM. 1(1), 24–33.

Kania, N., Kusumah, Y. S., Dahlan, J. A., Nurlaelah, E., Gürbüz, F., & Bonyah, E. (2024). Constructing and providing content validity evidence through the Aiken’s V index based on the experts’ judgments of the instrument to measure mathematical problem-solving skills. REID (Research and Evaluation in Education), 10(1), 64–79. https://doi.org/10.21831/reid.v10i1.71032

Mahmudin, C., Sumarmo, U., & Kustiana, A. (2020). The Effect of Inductive- Deductive Approach on Studentsâ€TM Mathematical Creative Thinking Ability and Self-Efficacy. (Jiml) Journal of Innovative Mathematics Learning, 3(4), 215–226. https://doi.org/10.22460/jiml.v3i4.p215-226

Ningrum, S. A. U., & Rejeki, S. (2023). Improving Students’ Self-Confidence and Problem-Solving Ability Through RME Approach with TTW Type Cooperative Learning Model Setting. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 7(1), 145–156. https://doi.org/10.25217/numerical.v7i1.3093

Ningsih, S. W., Sugiman, S., Merliza, P., & Ralmugiz, U. (2020). Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy. Pythagoras: Jurnal Pendidikan Matematika, 15(1), 73–86. https://doi.org/10.21831/pg.v15i1.34614

Plomp, T., & Nieveen, N. (2013). Educational Design Research Educational Design Research. Netherlands Institute for Curriculum Development: SLO, 1–206. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ815766

Prayogi, S., & Verawati, N. N. S. P. (2020). The effect of conflict cognitive strategy in inquiry-based learning on preservice teachers’ critical thinking ability; [L’effetto della strategia cognitiva del conflitto sull’apprendimento centrato sull’abilità di pensiero critico degli insegnanti in form. Journal of Educational, Cultural and Psychological Studies, 2020(21), 27–41. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086245651&doi=10.7358%2Fecps-2020-021-pray&partnerID=40&md5=96684d82ef306285190ae814285f0204

Qiu, Y. (2025). Using Cognitive Conflict to Develop Critical Thinking in Reading Teaching. Journal of Education and Educational Research, 12(2), 166–170. https://doi.org/10.54097/pxcnv861

Rahayuningdewi, P. D., & Faradillah, A. (2020). How Does Problem-solving Method Affect Students’ Self-confidence and Mathematical Understanding? Indonesian Journal of Science and Mathematics Education, 3(2), 165–177. https://doi.org/10.24042/ijsme.v3i2.6640

Ramadhani, R. (2018). The enhancement of mathematical problem solving ability and self-confidence of students through problem based learning. Jurnal Riset Pendidikan Matematika, 5(1), 127–134. https://doi.org/10.21831/jrpm.v5i1.13269

Saul, M. (2024). Piaget ’ s Theory and Stages of Cognitive Development. Simply Psychology, 1–34. Retrieved from https://www.simplypsychology.org/wp-content/uploads/simplypsychology.org-Piagets-Theory-and-Stages-of-Cognitive-Development.pdf

Sugih, S., Muqopi, A., & Afriansyah, E. A. (2025). Self-Confidence in Mathematics : Voices of Indonesian Junior High Students. 5(July), 349–364.

Sugiyono. (2019). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan. Alfabeta.

Tajuddin, N. I. I., Abas, U. H., Aziz, K. A., Nor, R. N. H., Izni, N. A., Sudin, M. N., … Noor, N. M. (2025). Content Validity Assessment Using Aiken’s V: Knowledge Integration Model for Blockchain in Higher Learning Institutions. International Journal of Advanced Computer Science and Applications, 16(6), 601–608. https://doi.org/10.14569/IJACSA.2025.0160659

Zahrah, R. F., & Febriani, W. D. (2020). a Contextual Problem Based of Local Wisdom Improve the Ability To Solving a Word Problem Mathematics Students of Elementary School. PrimaryEdu - Journal of Primary Education, 4(1), 55. https://doi.org/10.22460/pej.v4i1.1492

Downloads

Published

2026-06-29

How to Cite

Rusmini, R., Sibarani, S., Fitri, Y., & Putri, M. (2026). Developing an Inductive–Deductive Learning Model with Cognitive Conflict to Enhance Junior High School Students’ Mathematical Problem-Solving Skills and Self-Confidence. AL-ISHLAH: Jurnal Pendidikan, 18(2), 2495–2507. https://doi.org/10.35445/alishlah.v18i2.9001

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.