Enhancing Mathematical Disposition Through Schema-Based Instruction

Abstract

Mathematical disposition is an essential aspect that influences students’ confidence, persistence, and willingness to engage in mathematical problem solving. However, many students still demonstrate low levels of disposition, which limits their ability to learn mathematics effectively. This study aims to examine the effect of Schema-Based Instruction (SBI) on students’ mathematical disposition. The research employed a posttest-only control group design involving 30 fifth-grade students at SD Negeri Pekayon 03 Jakarta Timur, who were divided into experimental and control classes. The experimental group received learning through SBI, while the control group was taught using conventional methods. Data on mathematical disposition were collected using a validated 40-item questionnaire and analyzed both descriptively and inferentially. The inferential analysis included normality, homogeneity, and independent sample t-test using SPSS version 29. The results showed that students taught with SBI had significantly higher mathematical disposition (M = 89.33, SD = 5.033) compared to those in the control group (M = 81.23, SD = 6.458). The independent sample t-test revealed a highly significant difference (p < 0.001) with a mean difference of 8.10 points and a 95% confidence interval (5.108–11.092) that did not cross zero. These findings indicate that SBI is effective in fostering students’ confidence, persistence, flexibility, and reflective thinking in learning mathematics. The study suggests that Schema-Based Instruction can be an alternative pedagogical approach to enhance mathematical disposition in primary school mathematics classrooms.