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

Rusmini Rusmini; Sariayu Sibarani; Yulia Fitri; Mulyana Putri

doi:10.35445/alishlah.v18i2.9001

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

Rusmini Rusmini, Sariayu Sibarani, Yulia Fitri, Mulyana Putri

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.

Keywords

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

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