Contextualized Problem Solving : It ‟ s Effect on Students ‟ Achievement , Conceptual Understanding and Mathematics Anxiety (original) (raw)
Related papers
EDUCATUM Journal of Science, Mathematics and Technology, 2019
The purpose of this study was to investigate the effect of student's problem solving abilities with contextual approaches. Student'sproblem solving ability is still low because the teacher does not associate mathematics material with student's real world situations. In addition, students are also less active especially to find mathematical concepts. To overcome this problem, a Contextual Approach was applied in mathematics learning. This research is a quasi-experimental research using a quantitative approach. The research population was students of grade IX students at SMPN 1 Bayang. The used technique for sampling is random sampling. The research sample was of class IX.2 as an experimental class and class IX.3 as a control class. The used instrument was a problem solving ability test and questionnaire. Data obtained through tests were analyzed using two-way variance analysis. The results showed that the average test scores of student's problem solving ability in experimental class was higher than the control class for high and low initial abilities. It can be concluded that problem solving abilities can be improved by using contextual learning.
The Impact of ICT-Based Contextual Mathematics Learning on Students’ Problem-Solving Ability
Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020), 2020
Mathematics is a topic in excessive school that is difficult to understand. The contextual teaching and learning (CTL) model assisted by Information and Communications Technology (ICT) can overcome this. The purpose of this research was to determine students' mathematical problem-solving abilities through ICTassisted CTL learning. This is a quasi-experimental research with a total population of 1083 students of SMA N 2 Padang. A sample of 100 students who were selected through a simple random sampling technique, each of which was fifty students for the experimental group and the control group. The studies device changed into a take a look at of mathematical problemfixing abilities. Data have been analyzed the use of covariance analysis. The result of this research is that high school students who are taught with ICT-assisted contextual learning models are able to solve problems correctly. Meanwhile, students who learn through conventional models have difficulty solving mathemati...
2021
Article history: The aim of this study is to analyze the role of contextual teaching and learning (CTL) approach on students’ mathematical problem solving ability (MPSA) and disposition (MD). The study is a pre-test post-test experimental control group design, that involved 40 tenth grade students of Madtasah Aliyah in Bandung, that were chosen by purposive sampling technique. The instruments used in this study consisted a mathematical problem solving test (4 essays) and a mathematical disposition scale (26 statements). The study found that on MPSA, its normalized gain and on MD students getting treatment with CTL attained better grades than grades of students taught by conventional teaching. Even though both students’ grades on MPSA were still at a very low level, but first group students’ grade on MD was at a medium level and the second group students’ grade was at a low level. Many students still experiencing difficulties on compiling MPSA. The other findings, there was no associ...
Advances in Social Sciences Research Journal, 2018
This research aims to analyze differences in the improvement of students' mathematical problem-solving ability (MPSA) through contextual learning model and direct learning model. Type of research is a quasi-experimental study. The research population was all students of upper secondary school (USS) at Sidikalang which consisted of nine classes by taking classes IX-4 and IX-5 as the sample. In this research students is categorized to master MPSA if they do MPSA test, they understand the problem, choosing a problem solving strategy, executing the strategy, and concluding the solution in line with the initial problem. Problems are designed contextually. Based on the results of this study it was found that there were differences in the improvement of MPSA between students taught through contextual learning model and through direct learning model and the students MPSA are categorized good. MPSA N-Gain of the taught through contextual learning models is higher than students taught through direct learning models.
Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
The purpose of this study was to determine whether students' mathematical problem-solving abilities by applying the Contextual Teaching and Learning (CTL) learning model were better than students' mathematical problem-solving abilities by applying conventional learning models. This research was motivated by the low mathematical problem-solving ability of students. This type of research was an experiment using a quantitative approach with a Noneequivalent posttest-only Control Group Design. The population of this study was all students of class XI Senior high school Negeri 1 Padang Gelugur. The technique used in this research was random sampling, so the sample of this research was class XI natural sciences major 1 as the experimental class and class XI natural sciences major 2 as the control class. The research instrument used was Post-test. The form of the test used was an essay with reliability of 0.399. Furthermore, the hypothesis was tested by a t-test. The results of hyp...
The Mathematics Learning Model’s for Early Grade Students: Contextual or Problem-Based Learning
AKSIOMA: Jurnal Program Studi Pendidikan Matematika
This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test. The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning becau...
The Development of Mathematic Instructional Administration to Improve Problem Solving Ability
Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia, 2019
This study aimed to (1) produce a learning tools of Mathematics developed in the application of Contextual Teaching and Learning (CTL), (2) determine the effectiveness of learning tools of Mathematics developed in the application of Contextual Teaching and Learning (CTL), (3) determine the improvement of students' problemsolving skills with Mathematics learning tools developed in the application of Contextual Teaching and Learning (CTL). The subjects of this study were students of grade VII-1 of Junior High School (SMP N 2) of Gebang totaling 26 people. This research was an R & D study with a Dick & Carey development model. The results of this study indicated that (1) Mathematics learning tools developed in the application of Contextual Teaching and Learning (CTL) were effectively used, (2) the improvement of students' problem-solving skills with the learning tools developed.
Problem Solving: A Contextualized Approach to Teaching Mathematics
2018
The process of creating the Problem Solving Methodology has been shown to be long and full of deviations. For some time, there has been talk about its applicability, however, in those cases where it was performed, the results regarding mathematical learning were not satisfactory. In its complexity, when analyzing the main reasons that cancel the use of this methodology, it opens a gap in its study, because, as a consequence of its implementation, a considerable level of failure is observed in the cases applied. The present study proposes a discussion of the Problem-Solving Methodology about its historical context, its teacher training, its application in the school context, attitudes that do not generate results, highlighting those that exceed positive expectations, thus allowing a systematic analysis of the problem by understanding what is shaping the school curriculum in the process of teaching math learning.
KnE Social Sciences
Based on the results of the dialog by a researcher with a mathematics teacher of grade XI-B3 Senior High School 3 Malang, most students in the class had difficulty solving the contextual problem. This fact was also supported by the result of preliminary research in grade XI-B3 Senior High School 3 Malang, which shows the students also found difficulty when converting contextual problems into mathematical form and determining which concepts should be used in solving the problem. Therefore, a renewal strategy and learning model were needed to improve students’ ability to solve contextual problems, for example, by using the learning model problem-based learning (PBL). This research aims to describe learning steps using the PBL model that can improve the contextual problem-solving abilities of XI-B3 students at SMA Negeri 3 Malang. The type of research is classroom action research, which is carried out in 2 cycles. Each cycle consists of 4 stages, planning, action, observation, and refl...