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ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

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      Effectiveness Implementation of Gagne's Learning Theory with 

Combination Problem-Solving Approach to Ability Think Critical Student 
   

 Tria Amalia, Wahyuni Suryaningtyas 

 
Mathematics Education Study Program, Muhammadiyah University of Surabaya 

Email: wahyuni.pendmat@fkip.um-surabaya.ac.id 

 
Corresponding author: 

 

Wahyuni Suryaningtyas,  

wahyuni.pendmat@fkip.um-

surabaya.ac.id  

 

Abstract 

21st century education requires students to have various abilities 

and skills including critical thinking. For this reason, it is 

necessary to apply learning theory in shaping students' thinking 

ability activities. This study aims to determine the effectiveness 

of learning mathematics through Gagne's Learning Theory with 

a combination of Problem Solvers at SMP Negeri 55 Surabaya. 

The subjects of this study were 36 students of class IX-E at SMP 

Negeri 55 Surabaya. The type of research used is quantitative 

descriptive research. Learning instruments and tools in learning 

used are lesson plans, worksheets, learning completeness results 

questions (test questions), student activity observation sheets, 

teacher ability observation sheets to manage learning, and 

student response questionnaires. The results of the study show 

that: (1) student activity during learning is in the active category; 

(2) the teacher's ability to manage abstract learning is very good; 

(3) Many students achieve 91% completeness with an average 

score of 3 for the indicator of critical thinking skills; and (4) 

student response to the learning process is very positive. The 

results of the study can be concluded that the application of 

Gagne's Learning theory with a combination of Problem Solving 

is effectively used in learning mathematics because it meets all 

the criteria for learning effectiveness. 

Keywords:  

effectiveness; gagne's 

learning theory; problem-

solving; critical thinking 

Amalia, Tria & Suryaningtyas, Wahyuni. (2023). Effectiveness Implementation of Gagne's 

Learning Theory with Combination Problem-Solving Approach to Ability Think Critical Student. 

Mathematics Education Journal, 7(1), 31-46. DOI: 10.22219/mej.v7i1.24117 

 
 

INTRODUCTION 
 

The world of education is currently required to produce human resources who have 

the abilities and skills of the 21st century, namely communication skills, critical thinking 

skills and Problem-Solving, creativity and innovation abilities, and skills in working 

together. Not only do 21st Century skills help students be successful in all areas of formal 

school, but these skills are also necessary for a person to adapt and thrive in an ever-

changing world (Stehle & Peters-Burton, 2019). For The government start planning Skills 

at the beginning of the 21st century and implemented them through education in the 

curriculum in 2013. Curriculum 13 designed government use draft Skills 21st century and 

also adopt two draft main that is approach scientific as well as evaluation authentic 

(Andrian & Rusman, 2019). Second draft This is importantly used even before education 

in the 21st century emerges. at this time learning 21st century already Lots of experience 

change, learning No only teacher-centered but participant-centered education. This is done 

to hone the ability of participants to educate in prowess thinking and learning in the known 

21
st 

century with the term “The 4C Skills,” ie Communication, Collaboration , Critical 

Thinking and Problem-Solving, and Creative and Innovative (Sugiyarti et al., 2018). 

mailto:wahyuni.pendmat@fkip.um-surabaya.ac.id
mailto:wahyuni.pendmat@fkip.um-surabaya.ac.id


 
 

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21st-century capabilities component think level tall the most basic is the ability to 

think critically. this is in line with the opinions of Krulik and Ridnick cited in A journal 

state that order-level thinking started from memory, reasoning (thinking base), and think 

level tall (thinking critically and thinking creative (Indraswati et al., 2020). The ability to 

think critically is a cognitive process in analyzing in a manner systematic and specific 

problems encountered, distinguishing problems in a manner careful and thorough as well 

as identifying and studying information to use in planning a solution strategy something a 

problem (Firdausi et al., 2021). In finishing something problem so students demanded 

capable thinking critical. 

Each year the National Council for Excellence in Critical Thinking (NCECT) 

(2017) meets to discuss critical thinking. NCECT states that critical thinking is defined as 

an intellectually disciplined process of actively and skillfully conceptualizing, applying, 

analyzing, synthesizing, and evaluating information gathered from, or generated by, 

observation, experience, reflection, reasoning, or communication, as a guide to belief and 

action. Quote the quoted from the Journal of International Studies which is whole explain 

related importance ability think critically owned by student's school medium to use face 

hard and hopeful increased academic. 

The ability to think critically must own the whole student in various fields moment 

this is one of them in the field of math. Mathematics is knowledge frequently basis used as 

an alternative to solving the problem in various field knowledge (Janna et al., 2022). So 

they not seldom mathematics called as king of knowledge. Mathematics can grow and 

develop with the thought process and critical and creative as the good ability through logic 

student (Arum et al., 2021). The ability to think critical student in learning mathematics is 

very needed to understand and solve something problem or question required math 

reasoning, analysis, evaluation, and interpretation thought (Zakaria et al., 2021). 

Choosing the right learning approach is considered very important in playing a role 

in improving students' critical thinking skills in learning mathematics. Several models of 

learning approaches are applied by educators with the intention that students can easily 

understand the learning material presented (Galang et al., 2016). The learning approach 

that can be used is the Problem-Solving approach using Gagne's learning theory. Approach 

This use collaborated with the theory studied by Gagne because there is harmony in steps 

both are capable increase the ability to think critically student. Gagne's learning theory is a 

series of learning steps put forward by Robert M. Gagne called the Nine Instructional Event 

Gagne. 

Learning is a set of processes that are internal for each individual as a result of the 

transformation of stimuli originating from external events in the environment of the 

individual concerned (conditions), order conditions external is more meaningful and should 

be organized in the sequence of events study (Gagne, 1985). Incident Study according to 

Gagne can cause learning processes and cognitive processes of students which will be used 

as a stimulus in bringing up various abilities as well as Skills in self student.  

Incident Study according to Gagne quoted from the International Journal of 

Education and Research that is Gagne's events of instruction involve nine activities namely 

Gaining attention, informing the learner of the objective, stimulating recall of prior 

learning, presenting the stimulus, providing learning guidance, eliciting performance, 

providing feedback, assessing performance and enhancing retention and transfer (Ngussa, 

2014). Other journals also described that step incident Study according to Gagne consists 

of (1) Paying attention; (2) Inform learning objectives and concepts; (3) Rebuilding past 

knowledge; (4) Serve learning as stimulation; (5) Deliver guide learning; (6) Displays 

performance; (7) Deliver bait back; (8) Assess performance; (9) Improve memory and 

knowledge transfer (Milka, 2014). 



 
 

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Ninth step study Gagne if held in a manner sequentially so will form something 

incident learn what can influential for both internal and external perpetrator study for reach 

something capability desired study. Capability Study according to Gagne divided is into 

five is verbal information, skills intellectual, cognitive strategies, attitudes, and skills 

motor. learning theory Gagne's Nine Instructional Events is a step combined learning with 

approach learning other. It No will affect Gagne's steps because steps can be done without 

seeing the order. So the theory studied by Gagne is greatly flexible combined with models, 

methods, and approaches other in learning. 

Approach learning Problem-Solving is one of the approaches used in learning 

math. Problem-Solving is an approach that requires students to solve problems by using 

identification, exploring, looking for solving steps, and finally finding solutions 

(Wirnayanti et al., 2019). This approach can help improve students' ability to ask questions, 

identify, and answer problems, so that students are active in thinking and creative in finding 

a solution to a problem and concluding it. The Problem-Solving approach model is a 

problem-based learning model in which existing problems are given by educators to grow 

and develop students' critical and creative thinking skills in the Problem-Solving process. 

Students will be able to become reliable and independent thinkers 

through Problem-Solving, where students are required to think critically in responding to 

and identifying a problem and solving it realistically (Ruswadi, 2013). According to 

Rosmiatin, the characteristics of the Problem-Solving approach are (1) there is the 

interaction between students and also educators and students; (2) there are mathematical 

dialogues and joint opportunities between students regarding concepts; (3) the teacher 

provides sufficient information about the problem and students clarify, interpret, and try to 

construct a solution; (4) the teacher accepts yes-no answers not to evaluate; (5) the teacher 

guides, trains, and asks insightful questions in Problem-Solving; (6) the teacher should 

know when to intervene and when to back off letting students use their way of solving 

problems (Wirnayanti et al., 2019). 

Wade Wena put forward the steps of Problem-Solving quoted from a journal, 

namely (1) Identification of the problem; (2) Identifying problems; (3) Looking for 

solutions; (4) Implementing the strategy; (5) Reviewing and evaluating influence (Wartini 

et al., 2018). The advantages of Problem-Solving according to Shoimin in A journal 

namely (a) Can make participants educate more live life daily; (b) Train and get used to 

participant educate For face and solve a problem; (c) Develop the ability to think participant 

educate in a manner critical and creative ; (d) Train participant educate For designing 

something discovery; (e) Solve problems encountered in a manner realistic; (f) Stimulating 

development progress to think participant educate in finish problems encountered with 

appropriate (Putra et al., 2016). 

Problem-Solving is not only just a method of teaching but also is something 

method think because in its application Problem-Solving can use methods another started 

for looking for data later to the interesting conclusion (Shanti & Abadi, 2015). Problem-

Solving can be used in a manner effective at engaging learning groups. This is based on 

research conducted by Erna Ilmianti which proves that learning using effective problem-

solving is used in learning groups (Ilmiati, 2020). In groups Study student trained For each 

other Work The same with student other in groups small. So that students can each other 

share knowledge and experience as well as look for information that can use to finish 

problem. The Problem-Solving approach used in groups will be in line with the concept of 

Gagne's learning theory, which theory also requires grouping students. 

Learning theory Gagne is a Suite incident Study named nine instructional event 

Gagne that contains steps Study start from giving motivation up to the evaluation process. 

Whereas Problem-Solving approach is a Suite of steps to solve a problem starting from 

identification until find a solution. Both of them can be applied in the same learning 



 
 

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process, where step learning in a manner general use Suite incident Study Gagne and in the 

process of breaking problem use series of Problem-Solving processes. The connection 

between both of them each other complete deficiency and emptiness of each other for 

learning to become more easily understood and get reach the objective from Study That 

alone. 

Research conducted by Dewi Sartika proves that implementing Problem-Solving 

learning can improve students' critical thinking skills in mathematics (Sartika, 2021). 

While the research conducted by Rifqiyyatush Sholihah proves that the theory Study Gagne 

that is Gagne's Nine Instructional Events own contribution in increase pattern think a 

student in A teaching (Al-Mahiroh & Suyadi, 2020). A study related to Gagne's other 

theory was also carried out by Ketut Bali Sastrawan Where results prove that the theory of 

Gagne is capable increase the ability of intellectually cognitive students (Sastrawan et al., 

2020). Besides that Research conducted by Rika Wahyuni also proves that 

approach Problem-Solving liked effective in increasing the ability to think critically in 

students learning mathematics those students belong active during learning currently going 

on (Wahyuni et al., 2018). 

Some studies on description learning to use theory studied Gagne and his 

approach Problem-Solving. However Still Not yet There is combined research on both, so 

need exists study continuation to expand insight and experience in possible learning done 

by educators to increase the ability to think critically student. 

 
RESEARCH METHOD 
The type of research used is the pre-experimental design method using one class without a 

control class. This research was conducted to determine the effectiveness of learning 

mathematics through Gagne's learning theory with a combination of Problem-Solving 

approaches to the mathematical critical thinking skills of class IX students of SMP Negeri 

55 Surabaya. The research design used in this study was a pre-experimental design in the 

form of a one-shot case study. One shot case study is a research design that involves only 

one experimental class which is carried out without a comparison class and a pre-test 

(Rukminingsih et al., 2020). The design model is as follows. 

Table 1. Pre-experimental Design Model for One Shot Case Study 
Group Pre-test Treatment Post-test 

Experiment - X Q 

Information: 

X  : Treatment, namely learning mathematics by applying Gagne's learning theory 

with a combination of Problem-Solving 

T  : Final test or evaluation after treatment 

 

This research was conducted in the odd semester of the 2022/2023 school year at 

SMP Negeri 55 Surabaya which is located on Jalan Pegesangan 4 Mulia, Jambangan 

District, Surabaya City.  A population is an object or subject that has certain qualities and 

characteristics as a whole in a study. The population in this study were all Class IX-E 

students at SMP Negeri 55 Surabaya for the 2022/2023 academic year. While the sample 

is part of a population that has certain characteristics. The sample in this study was Class 

IX - E SMP Negeri 55 Surabaya with details of 17 male students and 19 female students. 

Samples were taken using a random sampling technique where each element used as a 

sample was taken randomly. 

 

 

 



 
 

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Data Collection Techniques and Instruments 

Data collection techniques are the methods used to obtain research data. This 

descriptive quantitative research uses data collection techniques, namely observation, 

questionnaires, and tests. While the data collection instrument is a procedure used to 

determine the success rate of the learning process. Data collection instruments used in this 

study are. 

1. Observation Sheet Activity Student in the Learning Process Mathematics 
These instruments are used to get data about the activity student during the learning 

process going on. Observation sheet This is used for net activity students during they 

study on lessons applied mathematics theory study Gagne with combination approach 

purposeful Problem-Solving for get activity data student during learning going on. 

2. Observation Sheet Master's ability to Manage Learning 
Observation sheet teacher's ability to manage to learn used to obtain teacher ability 

data as well as see teacher success in managing learning that applies Gagne's Learning 

Theory with Combination Problem-Solving along with the RPP that has been made by 

researchers. Observation sheet filled with give sign check in the appropriate column 

with assessed aspects. 

3. Test Ability Think Critical Mathematical Student 
Testability thinks critical mathematical student form description of as many as 10 

questions, which aims to measure the ability to think critical mathematical after student 

carry out the learning process. According to Facione (1994) in A journal state that there 

are six indicators of the ability to think critically that is interpretation, analysis, 

evaluation, inference, explanation, and regulation of self (Rani et al., 2018). But in this 

research, the researcher only uses indicators to think critically that is interpretation, 

analysis, evaluation, and inference. For obtaining ability data think critically about 

students, and do scoring to answer students for each grain question. Criteria scoring 

used is score modified rubric from Facione (1994), Ismaimuza (2013), and Karim 

(2015). 

Table 2. Guidelines for Scoring Critical Thinking Skills 
Indicator Information Score 

Interpretation 

 

Do not write down what is known and what is asked 0 

Write down what is known and what is asked with No 

appropriate 

1 

Write down what is known just with appropriate or being asked 

just with appropriate 

2 

Write known from the question with appropriate but not enough 

complete 

3 

 Write down what is known and asked from the question with 

precise and complete 

4 

Analysis Not creating a mathematical model date question given _ 0 

Create a mathematical model from the question given but no 

appropriate 

1 

Create a mathematical model from the question given with 

appropriate without giving the explanation 

2 

Create a mathematical model from the question given 

appropriately but There is an error in the explanation 

3 

Create a mathematical model from damn given with right and 

deliver the correct and complete explanation 

4 

Evaluation Not using deep strategy finish question 0 

Use a strategy that doesn't right and does not complete the 

finished question 

1 



 
 

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Using the right strategy in the finish question, however not 

complete or using an indifferent strategy appropriate but 

complete in the finish question 

2 

Using the right strategy in the finish question, complete but do 

errors in calculation or explanation 

3 

Using the right strategy in the finish questions, complete and 

correct in doing calculation or explanation 

4 

Inference Not create conclusion 0 

Make no conclusion right and no in accordance with to context 

question 

1 

Make no conclusion appropriate although customized with 

context question 

2 

Make a conclusion with the right, appropriate context but not 

complete 

3 

Make a conclusion with the right, appropriate context question 

and complete 

4 

 

As for the way calculation mark results Study with percentage as following : 

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 =
𝐺𝑎𝑖𝑛 𝑆𝑐𝑜𝑟𝑒

 𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
× 100% 

Percentage value ability thinks critical already obtained from results Study students 

will categorize by table following (Normaya, 2015). 

Table 3. Category Percentage of Critical Thinking Ability 
Interpretation (%) Category 

81,25 < 𝑋 ≤ 100 Very high 
71,5 < 𝑋 ≤ 81,25 Tall 
62,5 < 𝑋 ≤ 71,5 Currently 

43,75 < 𝑋 ≤ 62,5 Low 
0 < 𝑋 ≤ 43,75 Very low 

 

4. Questionnaire Response Student to Learning Mathematics  
Questionnaire response student used for answer question about response student to 

learning math uses theory study Gagne with combination approach Problem-Solving. 

Good learning model what we can be certain of is can give a response positive for the 

student after following activity learning. Aspect response student in study This 

concerns the atmosphere of the class, interest in learning, the way the teacher teaches, 

and suggestions. The technique used to get response data is to share the questionnaire 

with the student after ending the meeting and finally for filled in by instructions given. 

In research, the questionnaire used form questionnaire closed for know response 

students to learning mathematics use theory study Gagne with combination 

approach Problem-Solving. Response answer consists of 2 categories that are negative 

and positive. 

 

Data analysis technique 

1. Activity Data Analysis Student 
Activity data analysis students can obtain direct with doing observation of the 

ongoing learning process. Activity data students analyzed with method look for 

percentage activity student use formula as follows. 

Percentage activity student =
Σ𝑓𝑖

Σ𝑓
× 100% 

Description: 

𝑓𝑖 : the number of activity categories of the students 
𝑓: the sum of the frequencies of all student activities 



 
 

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Furthermore calculating the average percentage of activity student activities 

during the learning process mathematics uses Gagne's Learning Theory with 

Combination Problem-Solving. To determine category activity student active 

demanded criteria presented in table 4. 

Table 4. Student Activity Category 
No. Percentage Activity Student Category 

1. 0% ≤active student activity <65% Off _ 
2. 65% ≤active student activity <80% Less active 
3. 80% ≤active student activity <95% Active 
4. 95% ≤active student activity < 100% Very active 

(Arikunto, 2016) 

2. Data Analysis of Teacher Ability to Manage Learning 
Data on the ability of teachers to manage to learn obtained from activity 

observations made at the time apply Gane's Learning Theory with 

combination Problem-Solving. To know the teacher's ability to manage to learn every 

meeting, used the formula as follows. 

𝑆𝑐𝑜𝑟𝑒 =  
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑡ℎ𝑒 𝑡𝑒𝑎𝑐ℎ𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑚𝑒𝑒𝑡𝑖𝑛𝑔𝑠
 

Learning mathematics said effective If the teacher's ability to achieve the 

criteria. As for the criteria, the teacher's ability to manage to learn is as follows 

(Arikunto, 2016). 

Table 5. Teacher Activity (TA) Category  
No. Mark Criteria 

1. 0,0 <TA≤ 1,0 Very not good 
2. 1,0 <TA≤ 2,0 Not good 
3. 2,0 <TA≤ 3,0 Good 
4. 3,0 <TA≤ 4,0 Very good 

 

3. Data Analysis of Test Questions Mastery Learning Outcomes 
For count completeness results Study students that is with see results score 

knowledge to test them. The formula for the count percentage completeness Study is 

as follows. 

 

𝐴𝑐ℎ𝑖𝑒𝑣𝑒𝑚𝑒𝑛𝑡 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 =
𝑚𝑎𝑛𝑦 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒

𝑇𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
× 100% 

 

Whereas formula for count the average value is as following. 

 

�̅� =
Σx

Σ𝑛
 

Description: 

�̅� : average value 
Σx : the sum of all student scores 
Σ𝑛 : the number of students 
The calculation percentage must be by criteria completeness studied at SMP Negeri 55 

Surabaya, students said complete if mark competence his knowledge get KKM ≤ 78 
value. Class completeness is achieved if there is ≤ 85% have completed this class. 

4. Response Data Analysis Student 
Response data analysis student counted use presentation. Response student 

said effective If percentage response students who answered "agree or happy" is by 

70% or more. Percentage of every response student analyzed with formula. 



 
 

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𝑃 =
𝐴

𝐵
× 100% 

Description: 

Q  : percentage response student 

A  : a lot students who choose 

B  : amount student 

Furthermore results percentage the categorized as based on criteria following: 

Table 6. Criteria for Student Response to Learning 
Percentage Response Student Category 

0% ≤ 𝑅 < 20% Not Effective 
20% ≤ 𝑅 < 40% Less Effective 
40% ≤ 𝑅 < 60% Enough Effective 
60% ≤ 𝑅 < 80% Effective 

80% ≤ 𝑅 < 100% Very Effective 

(Arikunto, 2016) 

 
RESULTS AND DISCUSSION 

In part, this serves as a discussion of the results of research that has processed the 

data. Presentation results and discussion research uses tables and graphs as means to 

explain results research and documentation activity research. Research results by the 

problems posed, so an explanation in section This can explain through sub-sections as 

follows. 

1. Activity Student 
The study held two meetings at one class on November 8, 2022 and November 10, 

2022 with the material subject of “Congruence and Congruence”. Activity data students 

obtained after the following learning using Gagne's Learning Theory with Combination 

Approach Problem-Solving. The liveliness of students in learning graded mathematics 

including (1) Paying attention and listening to explanations from the teacher; (2) Review 

material that has then; (3) Discussing and asking the teacher if there is trouble; (4) 

Engagement and liveliness student in discuss group; (5) Conveying ideas or opinion; 

(6) Finding solution For every given problem; (7) Show self/do question/displays 

performance; (8) Join give feedback to a friend already follow show self; and (9) 

Activities No relevant with KBM. 

Activity student rated during the learning process teaches currently going on. The 

observation sheet is shared with the assigned observer in a few corner classes, so 

evaluation can be done with easy. Then the data from the results observation activity 

student from meeting first and meeting second analyzed with method count How many 

big percentage activity students during the learning process. So that will produce mark 

activity students during follow learning at meetings first and meeting second as well as 

average activity students during follow the second meeting. Activity results from 

students are shown in the table under this. 

Table 7. Average Student Activity 

No. 

Syntax Learning 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving  

Activity Student 
Meeting to Aspect 

average 
Information 

1 2 

1. Learning Steps 

are Gagne's Nine 

Watch and listen 

teacher’s 

explanation 

83,30% 79,02% 81,16% Active 



 
 

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No. 

Syntax Learning 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving  

Activity Student 
Meeting to Aspect 

average 
Information 

1 2 

Instructional 

Events 

Involvement of 

students in a 

group  

88,70% 91,50% 90,1% Active 

Discuss or ask the 

teacher when 

There is difficulty 

85,45% 90,50% 87,97% Active 

Read and 

understand the 

given LKPD 

65,97% 64,44% 65,20% Less Active 

Submit an idea or 

opinion 
82,57% 80,50% 81,53 Active 

Show self or do 

questions in front 

of 

60,66% 70,55% 65,60 Less Active 

2. PS-1: Formulate 

Problem 

 

Knowing and 

formulating 

problems that 

exist in LKPD 

73,52% 88,70% 81,11% Active 

3. PS-2: Analyze 

hypothesis 

Discussion 

students in A 

group for 

responding to  

problems in 

LKPD 

75,97% 88,70% 82,33% Active 

4. PS-3: Formulate 

hypothesis 

 

Make formula 

hypothesis 

settlement 

problem from 

results discussion 

81,11% 82,02% 81,56% Active 

5. PS-4: Collecting 

and Categorizing 

Data 

Group data from 

problem, write is 

known in problem 

81,11% 82,02% 82,01% Active 

6. PS-5: Testing 

hypothesis 

 

Finish problems 

in LKPD with 

assisted by 

existing data 

85,20% 92,40% 88,8% Active 

7. PS-6: Formulate 

Recommen-dation 

Solving Problem 

Make conclusion 

in the process of 

completion 

problem 

79,50% 75,60% 77,55% Less Active 

Total Average 78,58% 82,57% 80,41% Active 

Description: PS-n (Problem-Solving step to -n), n=1,2,…,6 

 

Based on the criteria activity student during learning show that activity students at 

the 1st meeting 78,58% and at the 2nd meeting 82,57%. The liveliness student overall 

average is obtained during two meetings is 80,41% which included in the criteria active. 



 
 

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Figure 1. Students work on the blackboard  Figure 2. Students do 

the post-test 
Frequent activity done by students in learning is “involvement and activeness student 

in discussion group”. This is because the enthusiastic student sees and understands the 

questions in the LKPD. Students in a manner group with each other to discuss for 

finding solutions and solving problems that exist in LKPD. Start with formulating a 

problem, analyzing the problem, formulating a hypothesis, collecting data, testing the 

hypothesis, and the last process that is solving the problem, this by steps 

approach Problem-Solving. Besides that liveliness students are also visible when “Show 

self/do question/displays performance”. Students in a manner alternate show result 

performance group with presence in front of friends class. Activity this to implement 

theory study Gagne. This can be seen from the change Act in demand participants 

previously taught passively and after given stimulus materials and LKPD change 

become active. 

Because that, in the whole activity students in learning going on with using Gagne's 

Learning Theory with a Combination Problem-Solving on the material congruence and 

congruence in Class IX-E of SMP Negeri 55 Surabaya in criteria active because the 

average percentage activity student in a manner whole of 80,41%. 

 

2. Master 's ability in Manage Learning 
During the research learning process led by a math teacher class IX-E SMP Negeri 

55 Surabaya used teaching materials that have been prepared researcher with discussion 

by the eye teacher of the lesson concerned. Plan Implementation Learning (RPP) using 

RPP type one sheet containing 3 components main that are objective learning, activities 

learning, and assessment. The curriculum used is curriculum 2013. Furthermore, RPP 

is made researcher in activity learning already there are learning process steps according 

to Gagne and also steps for settlement problems based on the Problem-Solving process. 

The researcher also made observation sheets on the teacher's ability to manage learning, 

questionnaires, and critical thinking skills rubrics. Observation sheets and critical 

thinking skills assessment instruments are expected to be used optimally in the process 

of Implementation of Gagne's Learning Theory with a combination Problem-Solving. 

Observation of teacher's ability to manage to learn rated based on guidelines that 

have been made and customized with the RPP that has been there. Observation 

conducted by researchers with math teacher subject class IX-E SMP Negeri 55 Surabaya 

in doing activity learning that applies Gagne's Learning Theory with a combination 

approach Problem-Solving. Evaluation is done during two meetings. Data from second 

meeting the Then will be recapitulated so that will produce an average value for each 

aspect of both meetings. Recapitulation results from observation teacher's ability to 

manage to learn as seen in table 8. 

 



 
 

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ISSN : 2579-5260 (Online) 

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Table 8. Recapitulation of Observation Results of Teachers' Ability to Manage 

Learning 

No. 

Syntax Learning 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving 

Teacher Activity 

Meeting 

to 

Aspect 

average 
Information 

1 2 
  

1. Gaining Attention 

(Giving Attention) 

Gagne's Learning 

Theory 

Introduction 

a. control learning 
with regards 

4 4 4 Very good 

b. Ask news and 
check presence 

student 

4 3 3,5 Very good 

c. Give motivation 3 3 3 Good 

Stimulating the recall 

of prerequisite learning 

(building return past 

knowledge) 

Gagne's Learning 

Theory 

d. Check ability 
beginning 

student 

3 3 3 Good 

Informing the learner 

of the objective or 

concept to be learned 

(telling goals and 

concepts learning) 

Gagne's Learning 

Theory 

e. Convey 
objective 

learning 

3 3 3 Good 

Average (1) 3,4 3,

2 

3,3 Very good 

2. Presenting the stimulus 

material or concept to 

be learned (presenting 

learning as stimulation) 

Gagne's Learning 

Theory 

Core 

a. Convey 
material 

4 4 4 Very good 

b. Organize 
student into the 

groups 

4 4 4 Very good 

Providing the learning 

guidance (providing 

guide study) 

Gagne's Learning 

Theory 

c. Share and give 
something 

problem in 

LKPD to 

student in 

accordance 

group 

4 4 4 Very good 

Formulate and analyze 

problem 

Problem-Solving 

d. Observe and 
guide student in 

identify 

problem 

4 4 4 Very good 

Formulate hypothesis 

Problem-Solving 

e. Guide student 
in formulate 

solving problem 

4 4 4 Very good 

Collect and classify 

data 

Problem-Solving 

f. Guide student 
in the process 

of grouping 

problem data 

3 3 3 Good 

Testing Hypothesis and 

Formulate 

g. Observe and 
guide student in 

finish problem 

4 4 4 Very good 



 
 

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ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

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No. 

Syntax Learning 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving 

Teacher Activity 

Meeting 

to 

Aspect 

average 
Information 

1 2 
  

Recommendation 

Solving Problem 

Problem-Solving 

h. Discuss or ask 
answer with 

student 

4 4 4 Very good 

Eliciting the 

performance (showing 

performance) 

Gagne's Learning 

Theory 

i. Guide student 
For brave For 

self in present 

results 

discussion 

group 

4 4 4 Very good 

Providing feedback 

about the performance 

(giving bait back) 

Gagne's Learning 

Theory 

j. Respond and 
deliver 

appreciation on 

results 

discussion 

group 

3 3 3 Good 

Assessing the 

performance (judging 

performance) 

Gagne's Learning 

Theory 

k. Evaluate 
performance 

student 

4 4 4 Very good 

Enhancing the 

retention and transfer 

(increase memory and 

knowledge transfer) 

Gagne's Learning 

Theory 

l. Guide student 
For conclude 

material that 

has studied 

4 4 4 Very good 

Average (2) 3,8 3,

8 

3,8 Very good 

3. Prepare learning to be 

come 

Closing 

a. Convey the title 
of the sub 

material to be 

delivered at the 

meeting 

furthermore 

3 3 3 Good 

b. End of lesson 4 4 4 Very good 

Average (3) 3,5 3,

5 

3,5 Very good 

4. Time management 

learning using 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving 

Managing Time 3 3 3 Good 

Average (4) 3 3 3 Good 

5. The ability of the 

teacher in Manage 

atmosphere class 

moment learning 

using Gagne's 

Learning Theory with 

Class Atmosphere 

a. Student 
centered  

4 4 4 Very good 

b. Enthusiastic 
student 

4 4 4 Very good 

c. Teacher 
enthusiasm 

4 4 4 Very good 



 
 

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ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

http://ejournal.umm.ac.id/index.php/MEJ 

 

 

 
No. 

Syntax Learning 

Gagne's Learning 

Theory with 

Combination 

Problem-Solving 

Teacher Activity 

Meeting 

to 

Aspect 

average 
Information 

1 2 
  

Combination 

Problem-Solving 

Average (5) 4 4 4 Very good 

Average observed aspect ( 1, 2, 3, 4, 5) 3,74 3,

7 

3,72 Very good 

 

Based on the table shows that the average of two meeting teachers' ability the engage 

in learning on stage introduction is 3,3 which is included in the category very ok. This 

is due to one teacher meeting not carrying out all aspects of the part introduction. The 

core stage is 3,8 which is included in the category very ok. This is because, at the time 

of learning, there is a number of students who don't attentive and are busy with their 

world alone. But in the process of organizing students into the group got to the stage of 

guiding students in concluding very teacher material skilled in coordinating two 

meetings. The closing stage is 3,5 which is included in the category as very good 

because every aspect is already implemented by the teacher right. Management stage 

time is 3 included in the good category because the time used still deviated from the 

existing RPP made. Atmosphere stage class is 4 which is included very well because 

learning is already student-centered with involves students in a manner directly in the 

process of investigation problem come to a resolution problem. 

Based on the description above, shows that the teacher's ability to manage learning 

during two meetings is very good with an average of 3,72. With thereby can be 

concluded that the teacher's ability to manage to learn that applies Gagne's Learning 

Theory with a combination Approach Problem-Solving on the material Congruence and 

Congruence class IX-E SMP Negeri 55 Surabaya is very ok. 

 

3. Mastery Learning Outcomes Students and Abilities Think Critical Mathematical 
Student 

After executing learning mathematics using Gagne's Learning Theory with a 

combination Approach to Problem-Solving and the participant educate has finished 

do post-test given, then will be done calculation by guidelines the scoring has made. 

This is done to know the completeness results of the study participant education on 

material that has been taught. Then the value data will be analyzed with method count 

percentage achievement results study participants educate in a manner classic. 

Completeness results Study student rated from results post-test conducted at the 2nd 

meeting, after carrying out the learning process. Form test description with amount 

question 4 items with 40 minutes. Recapitulation completeness results Study student 

class IX-E at SMP Negeri 55 Surabaya is as follows. 

Table 9. Completeness of Student Learning Outcomes 
Post-test Value 

Average value 
Criteria ΣStudent % 
complete (≥ 78) 33 91% 

87,72 
Not Completed (< 78) 3 9% 

 

Guidelines researcher's assessment used by guidelines scoring on indicators of 

ability thinks critically in table 2, where student considered already own ability to think 

critically. The test questions given shaped the test ability to think critically consisting of 

4 questions.  



 
 

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ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

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Figure 3. Value of Critical Thinking Ability based on Indicators 

Table 9 above shows that completed students get marks of 91% and students who 

did not complete 9%. Meanwhile, from Figure 1 the diagram above shows that students' 

critical thinking skills are included in the high category d in every aspect. So from the 

second result, it can be said that ability to think critically students included in the 

category very tall that is with interpretation 91% for completeness results studied and 

an average of 3 for indicator ability to think critically. 

Complete students actively follow a series of learning processes that apply Gagne's 

Learning Theory with a combination Approach to Problem-Solving. 33 students pass in 

class IX- E whereas students don't complete there are 3 students. Students who don't 

complete experience difficulty answering question tests that do not include analysis 

problems or conclusions as should be listed in indicator ability to think critically. 

So, it can be concluded that the learning completeness and critical thinking skills of 

class IX-E students at SMP Negeri 55 Surabaya are classically achieved because 

students who complete their learning outcomes are ≥85% of the number of students or 

to be exact 33 students out of 36 students and their thinking skills reach an average 3. 

 

4. Response Student 
Charging questionnaire response student done after doing activity learning using 

Gagne's Learning Theory with a combination Problem-Solving and post-test. The 

questionnaire was given with media google form which is more make it easy for 

participant educate in the charging process. Questionnaire response student This is used 

for knowing interest participants educate on the learning process using Gagne's 

Learning Theory with a combination Problem-Solving that has done. In practice Alone 

responds to students in a manner No direct Already seen from expression face and 

behavior. However to find valid data then will present questionnaire data that has been 

spread researcher. Data that has been obtained Then will be recapitulated in every aspect 

so that data can be grouped into positive and negative categories, response data students 

obtained after the following learning using Gagne's Learning Theory with 

combination Problem-Solving is as follows. 

Table 10. Student Responses to Learning Mathematics 
Questionnaire Response Student 

Learning Mathematics by using Gagne's Learning 

Theory with Combination Problem-Solving 

Positive Negative 

91,84% 8,15% 

 

Based on the table obtained that students choose a response category positive by 

91,84% and choose a response negative 8,15%. Thereby response students to Gagne's 

0 0,2 0

1
0,5

1

3,5

0,5
0

0,5
0 0

3,5

2,3

0,5

2,5

0

2

4

Interpretation Analysis Evaluation Inference

Critical Thinking Ability Indicator 

Not Write Write Incorrectly
Write Incomplate Write Exactly
Write Accurate and Complate



 
 

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ISSN : 2579-5724   

ISSN : 2579-5260 (Online) 

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Learning Theory with a combination Problem-Solving including criteria positive and 

appreciated very effectively used. 

 
CONCLUSION 

Based on the results of research data management and general discussion, it can be 

concluded that the mastery of learning outcomes and critical thinking skills for class IX-E 

students of SMP Negeri 55 Surabaya using Gagne's Learning Theory with a combination 

of Problem-Solving is said to be effective. Therefore it can be concluded that 

1. Student activities during the learning process using Gagne's Learning Theory with a 
combination of Problem-Solving are included in the active category. The average 

aspect of 80.41% shows the effectiveness of student activities in the implementation 

of Gagne's Learning Theory with a combination Problem-Solving. 

2. The ability of the teacher to manage to learn using Gagne's Learning Theory with a 
combination Problem-Solving  in the first and second meetings is a very good category.  

3. Test results student class IX-E SMP Negeri 55 Surabaya after following learning using 
Gagne's Learning Theory with combination Problem-Solving show that completeness 

results in learning and the ability to think critically student in a manner classic reached. 

4. Response students after the learning process using Gagne's Learning Theory with 

combination Problem-Solving in class IX-E SMP Negeri 55 Surabaya is very positive. 
 

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