THE STRATEGY OF FORMULATE-SHARE-LISTEN-CREATE TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ MATHEMATICAL PROBLEM POSING ABILITY AND MATHEMATICAL DISPOSITION ON PROBABILITY CONCEPT

Abstract

This study aims to examine the improvement of students’ mathematical problem posing ability and mathematical disposition through the strategy of Formulate-Share-Listen-Create (FSLC) on probability concept. The method used in this research is the experimental method, with the design of pretest-posttest control group. The population is all students of the vocational high school in Cimahi, while the sample was selected two classes from one of the vocational high school selected at random. The instrument of a test in the form of description is used to measure students’ mathematical problem posing ability, while the non-test instrument is questionnaire of mathematical disposition scale. The results showed (1) The mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (2) The improvement of mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (3) The mathematical disposition of students who obtained FSLC learning strategy is better than that of those who obtained conventional learning.

Full text

Journal of Mathematics Education p–ISSN 2089-6867
Volume 7, No. 1, February 2018 e–ISSN 2460-9285
DOI 10.22460/infinity.v7i1.p1-6
1
THE STRATEGY OF FORMULATE-SHARE-LISTEN-CREATE
TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’
MATHEMATICAL PROBLEM POSING ABILITY AND
MATHEMATICAL DISPOSITION ON PROBABILITY
CONCEPT
Tina Rosyana1, M. Afrilianto2, Eka Senjayawati3
1,2,3 IKIP Siliwangi, Jl. Terusan Jenderal Sudirman, Cimahi, West Java, Indonesia
1 tinarosyana@ikipsiliwangi.ac.id, 2 muhammadafrilianto1@ikipsiliwangi.ac.id,
3 ekasenjayawati@ikipsiliwangi.ac.id
Received: March 27, 2017 ; Accepted: January 29, 2018
Abstract
This study aims to examine the improvement of students’ mathematical problem posing ability and
mathematical disposition through the strategy of Formulate-Share-Listen-Create (FSLC) on
probability concept. The method used in this research is the experimental method, with the design of
pretest-posttest control group. The population is all students of the vocational high school in Cimahi,
while the sample was selected two classes from one of the vocational high school selected at random.
The instrument of a test in the form of description is used to measure students’ mathematical problem
posing ability, while the non-test instrument is questionnaire of mathematical disposition scale. The
results showed (1) The mathematical problems posing of the students who obtained FSLC learning
strategy is better than that of those who obtained conventional one; (2) The improvement of
mathematical problems posing of the students who obtained FSLC learning strategy is better than that
of those who obtained conventional one; (3) The mathematical disposition of students who obtained
FSLC learning strategy is better than that of those who obtained conventional learning.
Keywords: Disposition, Formulate-Share-Listen-Create, Problem Posing.
Abstrak
Penelitian ini bertujuan untuk menelaah peningkatan kemampuan problem posing dan disposisi
matematis siswa dengan Strategi Formulate-Share-Listen-Create (FSLC) pada konsep peluang.
Metode yang digunakan dalam penelitian ini adalah eksperimen, dengan desain kelompok kontrol
pretes-postes. Populasinya adalah seluruh siswa SMK di Kota Cimahi, sedangkan sampelnya dipilih
dua kelas dari salah satu SMK yang dipilih secara acak. Instrumen penelitian ini yaitu tes bentuk
uraian dalam kemampuan problem posing matematis, skala disposisi matematis, dan pedoman
observasi. Hasil penelitian menunjukkan bahwa (1) Kemampuan problem posing matematis siswa
yang memperoleh pembelajaran dengan strategi FSLC lebih baik daripada yang memperoleh
pembelajaran biasa; (2) Peningkatan kemampuan problem posing matematis siswa yang memperoleh
pembelajaran dengan strategi FSLC lebih baik daripada yang memperoleh pembelajaran biasa; (3)
Disposisi matematis siswa yang memperoleh pembelajaran dengan strategi FSLC lebih baik daripada
yang memperoleh pembelajaran biasa.
Kata Kunci: Disposisi, Formulate-Share-Listen-Create, Problem Posing.
How to Cite: Rosyana, T., Afrilianto, M., & Senjayawati, E. (2018). The Strategy of
Formulate-Share-Listen-Create to Improve Vocational High School Students’ Mathematical
Problem Posing Ability and Mathematical Disposition on Probability Concept. Infinity, 7 (1),
1-6. doi:10.22460/infinity.v7i1.p1-6

Rosyana, Afrilianto, & Senjayawati, The Strategy of Formulate-Share-Listen-Create …
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INTRODUCTION
In mathematics learning, problem posing process is very important, especially in the middle
school. NCTM (2000) recommended that mathematical problem formulate based on many
situational, whether outside or inside mathematics, arranging and finding conjecture, also
learning to generate and to extend problems through problem posing.
Kilpatrick, Swafford, & Findell (2001) stated, "Problem posing is an essential content in
mathematics and nature of mathematical thinking, as well as an important part of
mathematical problem solving. According to da Ponte & Henriques (2013), "Investigation of
mathematics affords a great opportunity to bring up the problem posing". It is based on the
view that the problem posing can trigger the on-going of mathematical activities through the
process of asking questions. Kilpatrick, Swafford, & Findell (2001) stated the quality of the
questions students describes their abilities in solve the problem. In fact, according to da Ponte
and Henriques (2013), "At the heart of mathematics is to pose a problem and solve it".
Mayadina (2012) stated that mathematical problem posing consist of two aspect are accepting
and challenging.
However, according to Sumarmo (2015), in contrast to the large attention to the discussion of
mathematical problem solving, the mathematics curriculum has not paid much attention to the
discussion of mathematical problem posing (MPP). Other than, the reality on the ground
shows that vocational high school students are more geared to master certain applied skills, so
the ability of problem posing is appropriate to be trained to assist them in solving
mathematical problems. Besides demanded to have the mathematical problem posing ability,
students are expected also to make improvement of their performance in learning through the
positive behavior as part of the soft skills.
In connection with students’ affective, Sumarmo (2013) argued, "Mathematical soft skills as
components of mathematical thinking process in the affective domain are characterized by
affective behavior shown by someone when executing mathematical hard skill. The affective
behavior is associated with the term disposition showing a tendency to behave with a strong
impetus. "Mathematical disposition is also demonstrated through strong dedication to
positively thinking. Mathematical disposition is the correlation and appreciation of
mathematics that is a tendency to think and act in a positive way (Bernard, 2015). Then,
according to Polking (Hidayat, 2012; Sumarmo, Hidayat, Zukarnaen, Hamidah, &
Sariningsih, 2012), “mathematical disposition indicates: 1) Confidence in using mathematics;
2) Flexibility in solving problems; 3) Persistence in working on mathematical tasks; 4)
Interest, curiosity, and discovery power in performing mathematical tasks; 5) Monitoring and
reflecting their own performance and reasoning; 6) Assessment of the application of
mathematics to other situations in mathematics and everyday experience; 7) Appreciation of
the role of mathematics in culture and values, mathematics as a tool, and as a language.
However, according to Sugilar (2013) state that this moment, the students' mathematical
power and disposition has not been fully achieved.
One of the effort that is expected to improve the student’s mathematical problem posing and
mathematical disposition by applying learning strategies with grouping. Kilpatrick, Swafford,
& Findell (2001) stated that problem solving can be done easily through discussions in large
groups, but the problem-solving process will be more practical when done in small groups
working together. One of the learning strategies that can be applied is the Formulate-Share-
Listen-Create Strategy.

Volume 7, No. 1, February 2018 pp 1-6.
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For the sake of students’ character development, Sumarmo (2013) stated that mathematical
learning can help students to form their character or personality in various ways. Selection of
strategies in mathematics learning can form students’ characters. Therefore, we need a
learning strategy to improve students’ mathematical problem posing ability and mathematical
disposition. This strategy can make them active, train them to collaborate and help each other
in solving a given problem and provide opportunities find themselves and understand the
material more deeply.
FSLC is a form of cooperative learning in small groups and is a modification of the Think-
Pair-Share (TPS) strategy. FSLC which includes the steps as follows: a) Formulate: the
activity of recording information related to the duties and making plans for settlement; b)
Share: students share their opinions with their partner; c) Listen: each pair mutually hear from
other couples, and note the differences and similarities of the opinions; d) Create: students
discuss to reach a conclusion.
METHOD
The method used in this study is experimental method, with the design of pretest-posttest
control group. In this type of design there is a grouping of randomized subjects (A), the
pretest (O), and their posttest (O). The research design is like the followings:
A O X O
A O O
Notes:
A : The selection of a random sample of classes at population
O : Pretest = posttest (test of mathematical problem posing and mathematical disposition
ability)
X : The application of FSLC learning strategy
The population is students in one of vocational high school in Kota Cimahi. The samples in
this study are two classes randomly selected from class XI SMK. Students in the experimental
class who obtained FSLC learning strategy, while students in control class who obtained
conventional learning. The instrument used in this research are: 1) Mathematical problem
posing anality test, 2) Mathematical disposition scale, and 3) Student observation guidelines.
RESULTS AND DISCUSSION
Results
The data were analyzed by descriptive and inferential statistical analysis. All data is processed
by Microsoft Excel 2007 and SPSS 17. Here are described the results of research and its
discussion. Before performing data analysis, first is presenting the data descriptive statistics of
pretest ability of mathematical problem posing (MPP). The descriptive data of students’
mathematical problem posing are presented in the following Table 1.

Rosyana, Afrilianto, & Senjayawati, The Strategy of Formulate-Share-Listen-Create …
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Table 1. Descriptive Statistics Mathematical Problem Posing Ability (MPP)
Test
Class
Statistic
Statistical
Values
Pretest
FSLC
̅
7.13
S
1.33
CL
̅
7.15
S
1.81
Posttest
FSLC
̅
15.73
S
2.59
CL
̅
14.26
S
3.69
N-Gain
FSLC
̅
0.51
S
0.15
CL
̅
0.42
S
0.21
Disposition
FSLC
̅
98.53
%
82.11
CL
̅
91.57
%
76.31
The data analysis of posttest results aims to test the first hypothesis, which is to find out the
mathematical problem posing ability between the FSLC learning strategy and the
conventional learning. The statistic used is t-test. The result of statistical t-test are presented in
the following Table 2:
Table 2. T-test Results of Posttest Data of Mathematical Problem Posing Ability
Asymp.Sig.
(2-tailed)
Asymp.Sig.
(1-tailed)
Conclusion
0.054
0.027
Reject H0
According to the table above, it is obtained that the value Asymp.Sig (one-tailed) is 0.027
which is less than mathematical problem posing of students who obtained FSLC learning
strategy is better than that of those who obtained conventional learning on probability
concept.
N-Gain data analysis aims to test the second hypothesis, which is to find out the improvement
of mathematical problem posing ability between the FSLC learning strategy and the
conventional learning on probability concept. The statistic used is t-test. The result of
statistical t-test are presented in the following Table 3:

Volume 7, No. 1, February 2018 pp 1-6.
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Table 3. T-test Results of N-Gain Data towards the Ability of Mathematical Problem Posing
Asymp.Sig.
(2-tailed)
Asymp.Sig.
(1-tailed)
Conclusion
0.053
0.0265
Reject H0
According to the table above, it is obtained that the value Asymp.Sig (one-tailed) is 0.0265
which is less than α = 0.05, so H0 is rejected and H1 accepted. This means that the
improvement of students’ mathematical problem posing ability who obtained FSLC learning
strategy is better than that of those who obtained conventional learning.
The analysis of disposition aims to test the third hypothesis, which is it to examine the
mathematical disposition between the FSLC learning strategy and the conventional learning.
The statistic used is t-test. The result of statistical t-test are presented in the following Table 4:
Tabel 4. The Results of t-test of Mathematical Disposition Data
Asymp.Sig.
(2-tailed)
Asymp.Sig.
(1-tailed)
Conclusion
0.048
0.024
Reject H0
Based on the Table above, it is obtained that the value Asymp.Sig (one-tailed) is 0.024 which
is less than α = 0.05, so H0 is rejected and H1 accepted. This means that the mathematical
disposition of students who obtained FSLC learning strategy is better than that of those who
obtained conventional learning.
Discussion
FSLC is a strategy of learning in small groups in pairs which contains steps: formulating their
own opinion, sharing opinions with other couple friends, and deducing by combining the best
ideas. This research aims to examine: 1) The improvement students’ mathematical problem
posing ability through FSLC learning strategy compared to those who obtained conventional
learning on probability concept; and 2) The students’ mathematical disposition through FSLC
learning strategy compared to those who obtained conventional learning on probability
concept.
In general, the implementation of FSLC learning strategy has run well and been in line with
expectations. Statistical tests conducted towards the posttest data showed that the students’
mathematical problem posing ability who obtained FSLC learning strategy is better than that
of those who obtained the conventional learning. Then, the statistical tests conducted towards
N-Gain data showed that the increased students’ mathematical problem posing ability who
obtained FSLC learning strategy is better than those who obtained conventional learning.
Furthermore, the analysis of mathematical disposition showed that students who obtained
FSLC learning strategy are better than that of those who obtained the conventional learning.
The results of this research are equal with the results of the research by Anggraeni (2013)
showed that implementing FSLC was able to improve students’ mathematical understanding
and mathematical communication abilities better than that of conventional approach.
Students’ mathematical understanding and communication abilities were classified as
mediocore.

Rosyana, Afrilianto, & Senjayawati, The Strategy of Formulate-Share-Listen-Create …
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CONCLUSION
The conclusions of this research are: (1) The mathematical problems posing of the students
who obtained FSLC learning strategy is better than that of those who obtained conventional
one; (2) The improvement of mathematical problems posing of the students who obtained
FSLC learning strategy is better than that of those who obtained conventional one; (3) The
mathematical disposition of students who obtained FSLC learning strategy is better than that
of those who obtained conventional learning.
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