Differences Comparative Analysis of Students' Mathematical Thinking Skills and Learning Outcomes between Matrix Inverse and Substitution-Elimination Methods in Dynamic Electricity
DOI:
https://doi.org/10.30872/jlpf.v7i2.6564Keywords:
Dynamic Electricity, Inverse Matrix, Mathematical Thinking Ability, Learning OutcomesAbstract
Dynamic electricity is a physics topic that students often find challenging, especially in solving two-loop circuit problems that require mathematical reasoning. This study examined the differences in students’ mathematical thinking skills and learning outcomes between the matrix inverse method and the substitution-elimination method in senior high school dynamic electricity learning. A quasi-experimental design, specifically the Posttest-Only Control Group Design, was employed within a quantitative research approach. The experimental class comprised 31 students taught using the matrix inverse method, while the control class consisted of 33 students taught using the substitution-elimination method. Data were collected through a five-item essay test based on reasoning, generalization, critical thinking, problem-solving, and communication indicators. Data analysis was conducted using the Mann–Whitney test and independent samples t-test. The results indicated significant differences in mathematical thinking ability (sig. 0.016 < 0.05) and learning outcomes (sig. 0.005 < 0.05). The experimental class achieved higher mean scores in mathematical thinking ability (66.90) and learning outcomes (68.42) compared to the control class (58.82 and 56.42). The findings demonstrate the potential of the matrix inverse method to enhance students’ mathematical thinking skills and learning outcomes when learning dynamic electricity.
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