Abstract

Developing students’ mathematical connections and higher-order thinking skills is a core challenge in contemporary mathematics education. This study investigates the effectiveness of the GPAS 5-Step learning model as a systematic approach to fostering these critical competencies. Employing a one-group quasi-experimental design with pre- and post-testing, the research involved 40 eleventh-grade students studying probability. Data collection included mathematical connections tests, learning achievement tests, and a student satisfaction questionnaire. The findings conclusively demonstrated that the GPAS 5-Step model significantly enhanced students’ skills: post-test scores for mathematical connections exceeded the established criterion, and their learning achievement scores were significantly higher than pre-test scores (p < .05). Furthermore, students reported high satisfaction with the model’s implementation. These results confirm the GPAS 5-Step model’s effectiveness as a systematic approach to fostering more profound student engagement and cognitive development in mathematics education.

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