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Research objectives: 1) knowing differences in students’ problem solving abilities based on learning model and numerical abilities; 2) knowing interactive influence between learning models and numerical abilities’ on problem solving abilities. Learning model dimensions: 5E learning cycle and direct instruction. Type of research: quasi-experimental pretest posttest non-equivalent control group design. Research population: 287 students of SMAN 1 Kediri-Tabanan. Each experimental and control group gained two classes by simple random sampling technique. In terms of students’ numerical abilities, 5E learning cycle applied in experimental group and direct instruction in control group. Data collected by problem solving ability tests. Data analyzed by descriptive analysis. Hypothesis tested by anacova technique. Descriptive analysis result: 1) physics problem solving abilitys’ average score of experimental group higher than control group; 2) average score of physics problem solving abilities in high numerical abilitys’ group higher than low numerical abilities’ group; 3) physics problem solving abilitys’ highest average score obtained by high numerical abilitys’ experimental class group, and the lowest obtained by low numerical abilitys’ control group. Hypothesis test result: 1) there are differences in students’ problem solving abilities based on learning model and numerical abilities; 2) there is an interactive influence between learning models and numerical abilities on students’ problem solving abilities.
Keywords: 5E learning cycle model, direct instruction model, numerical ability, problem solving ability
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