Development culture, technology and context-based performance assessment model to enhance students’ problem-solving skills

Problem solving is an approach that bridges mathematical abilities and conceptual understanding. The aims of the current study are the integration of four elements: culture, technology, contextual learning, and performance assessment, which are combined into a single systematic and empirically tested model, namely the CTC-P model. This study employed a research and development (R&D) method. The development stage encompassed three main components: model validation, readability testing, and testing. The study was conducted at a junior high school. The class was selected through random sampling. The research instruments included teaching modules, instructional materials, student worksheets, and a mathematical problem-solving ability test. At the implementation stage, the refined model was disseminated and applied on a large scale using a quasi-experimental design. This design compared students' learning outcomes between an experimental group, which received instruction through the CTC-P model, and a control group, which engaged in conventional learning without intervention. The CTC-P learning model was deemed effective based on three criteria: 1) students are better able to solve math problems using the CTC-P model compared to other models; 2) the classical mastery criterion is achieved, with at least 75% of students scoring above 75; and 3) teachers can effectively implement the CTC-P model.