摘要：This study aimed to determine the effect of learning with reversible problemsolvingapproach on prospective-math-teacher students’ reversible thinking. Usingexperimental research design, the study involved 65 prospective math teacherstudents as respondents (35 experimental, 30 control). Experimental classimplemented a learning with reversible problem-solving approach as the treatment;thing the control class would not do so. A post-test on reversible thinking wasapplied to both classes for data collection of the students’ reversible thinking, andit was further analyzed using t-test via SPSS 23. The result found that the meanscore of experimental class was 76.7143, while the control class was 35.3333. Asignificant difference between their mean score was evident. Hence, it indicatedthat the post-test of experimental class was considered better than the control one.This post-test result was further analyzed using equal variance assumed t-test viaSPSS 23. Result showed that there was a significant difference between bothclasses on their post-test score. Thus, the study established that learning withreversible problem-solving approach definitely brought effect on prospectivemath-teacher students’ reversible thinking ability. The effect was significant andpositive.
