Calculus Based On Contextual Learning Model To Cultivate Student’s Activity, Interest And Mathematical Connection Ability
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AUTHOR(S)
Nana Sepriyanti, Ahmad Fauzan, I Made Arnawa, Lufri
KEYWORDS
model of learning, contextual teaching and learning, calculus
ABSTRACT
The preliminary study on Calculus classes in Department of Mathematics of Tarbiyah Faculty of IAIN Imam Bonjol Padang, reveals that the instructional process and materials that the lecturer used not yet facilitated the students to construct their own learning in calculus. The effectiveness of learning calculus is still low and the learning process is still conventional. So that, it needs for the development of calculusbased contextual learning model. The purposes of this research were to develop a model of calculus based contextual learning (CBCL) that is valid, practical, and effective. But, in this article, it just discussed about the effectiveness of this model. A Design research was conducted to develop a model of calculus instruction through contextual based adapted from the model suggested by Plomp [18]. The design research phases involved preliminary research, prototyping phase and assessment phase. The research data were qualitative and quantitative. Qualitative data were collected through observation and questionnaires and quantitative data were obtained through testing and observation activities of students. The result of prototype phase showed that the Syntax calculusbased contextual learning model consists of five phases, namely: (1) Phase 1. Delivering objective, Giving Motivation and Apperception, (2) Phase 2. Organize the students into groups and Delivering learning how to learn, (3) Phase 3. Guided group work, (4) Phase 4. Guiding and Class Discussion (5) Phase 5. Reflection and Evaluation. The improvement of the model of CBCL at the effectivity test show that the all four aspects of assessment obtain the effectivity percentage value with effective category, that is the result of students activity observation of the model of CBCL is 70,5% with effective category, students learning interest questionnaire of the model of CBCL is 76,5% with effective category, the IWS score is 74,39 with effective category. The students’ mathematical connection ability taught by using the model of CBCL is higher than the student mathematical connection ability taught by using conventional learning.
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