Mathematical problem-solving is widely recognized as one of the essential competencies for 21st-century education. Despite its importance, many students continue to struggle with contextual and non-routine mathematical problems that require critical thinking and conceptual understanding rather than simple memorization of formulas.
To address this challenge, researchers from Universitas Jambi evaluated the effectiveness of the Conceptual Understanding Procedures (CUPs) learning model. Built on constructivist learning principles, CUPs encourages students to actively construct mathematical knowledge through small-group discussions, collaborative problem-solving, and peer interaction instead of relying solely on teacher explanations.
The research was conducted at SMP Negeri 11 Jambi City, involving 69 seventh-grade students. Using a quasi-experimental design, the researchers divided participants into two groups. The experimental group, consisting of 35 students, learned mathematics using the CUPs model, while the control group of 34 students received conventional discussion-based instruction.
Students completed mathematical problem-solving tests before and after the learning intervention. In addition, participants in the experimental group completed questionnaires measuring their attitudes toward mathematics after experiencing the CUPs learning approach.
The results demonstrated that students taught with the CUPs model achieved substantially greater improvements in mathematical problem-solving than those who learned through conventional instruction.
Key findings include:
The average gain score for the CUPs group reached 7.69, compared with 5.56 in the control group.
The average post-test score of the experimental group increased to 34.29, while the control group achieved 27.06.
Statistical analysis showed that the difference was highly significant (p < 0.001), confirming that the improvement resulted from the learning model rather than chance.
Most students expressed positive attitudes toward learning mathematics through CUPs, particularly regarding classroom participation, teamwork, and learning engagement.
These findings indicate that concept-based collaborative learning enables students to develop a deeper understanding of mathematics rather than simply memorizing procedures for solving problems.
In classroom practice, the CUPs model places students at the center of the learning process. Teachers act primarily as facilitators, while students work in small, heterogeneous groups to analyze mathematical problems, develop solution strategies, explain their reasoning, and evaluate alternative solutions together.
This learning process encourages students not only to obtain correct answers but also to understand the reasoning behind each solution. Through discussion, argumentation, and reflection, students strengthen their conceptual understanding while improving critical thinking and mathematical problem-solving skills.
The study also found significant benefits in students' attitudes toward mathematics. Many participants reported enjoying mathematics lessons more because they were able to collaborate with classmates, exchange ideas freely, and solve problems together without fear of making mistakes.
According to the researchers, such a collaborative classroom environment helps reduce mathematics anxiety, one of the major barriers to student achievement. When students feel comfortable asking questions and expressing their ideas, they become more confident and motivated to engage with complex mathematical concepts.
The findings align with growing international evidence showing that student-centered instructional approaches are more effective than traditional teacher-centered methods in developing higher-order thinking skills. Models such as CUPs encourage learners to analyze problems, evaluate different strategies, justify their reasoning, and apply mathematical concepts to real-world situations.
However, the researchers also acknowledged several limitations. The study involved a relatively small sample from a single school, limiting the generalizability of the findings. Additionally, differences in students' initial pre-test scores suggest that future studies should employ more advanced statistical techniques, such as Analysis of Covariance (ANCOVA), to control for baseline differences between groups.
Future research is also recommended to investigate the effectiveness of the CUPs learning model across different educational levels, larger and more diverse student populations, and learning environments integrated with digital technologies and artificial intelligence (AI). Such studies could provide broader evidence for improving mathematics education in the digital era.
For educators, the study offers an important message: improving mathematics achievement is not simply about increasing the number of practice exercises but about creating learning environments where students actively build conceptual understanding through collaboration and discussion. Mathematics teachers are therefore encouraged to adopt student-centered learning models such as CUPs to help students become better problem solvers and more confident learners.
Author Profile
Syaiful is a lecturer and researcher at Universitas Jambi specializing in mathematics education, with research interests in innovative learning models, mathematical thinking, problem-solving, and constructivist learning approaches. This study was conducted in collaboration with Puspayanti and Khairul Anwar, who are also affiliated with Universitas Jambi and actively conduct research on mathematics education and instructional innovation.
Research Source
Article Title: Increasing Students' Mathematical Problem-Solving Abilities and Attitudes Towards Mathematics Through CUPs Learning Model
Authors: Syaiful, Puspayanti, Khairul Anwar
Affiliation: Universitas Jambi, Indonesia
Journal: International Journal of Educational and Psychological Sciences (IJEPS)
Volume & Issue: Volume 4, Issue 4 (2026)
DOI: https://doi.org/10.59890/ijeps.v4i4.29
Journal Website: https://journalijeps.my.id/index.php/ijeps
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