Implementing Bruner's Theory in Teaching Angles on a Circle to Enhance Problem-Solving Skills

Bruner's theory is particularly notable for its application in mathematics, as it outlines three steps in the teaching process: enactive, iconic, and symbolic. This research aims to implement Bruner's theory in teaching Angles on circles to improve problem-solving skills. The research method is a quasi-experiment with a posttest-only control group design. Using cluster random sampling, two classes from one of the junior high schools in Jakarta were selected as samples: the first as an experimental class of 30 students, who learned using Bruner's theory, and the second as a control class of 31 students, who learned with a conventional approach. The instrument is a mathematical problem-solving test in the form of an essay test of four questions. The questions are given at the end of the lesson, and the instruments have been validated through content validity and empirical validity. The results show that, through t-test analyses, it was found that students’ problem-solving skills, who learn using Bruner's theory, are higher than those of students who learn using conventional methods. It demonstrates that teaching using Bruner’s theory is effective in improving students’ problem-solving skills, particularly in the Area of Angles on circles.