ARIAS learning model based on a contextual approach to increase the mathematical connection capacity

Galuh Tyasing Swastika, Risang Narendra

Abstract


The purpose of this study is to improve the mathematical connection capacity of students in Calculus I by applying the ARIAS learning model based on a contextual approach. The instrument used to determine the increase in students' mathematical connections in this study is the activity observation sheet and the test of learning outcomes. While during the learning process, the discussion with the function material is used. This research has two cycles in which each consists of planning, action, observation and reflection. In the previous learning, the preliminary tests were given to the students, as a previous reflection. The results of pre-reflection learning showed that 63% had not yet completed a score of ≥75. The results of the study show that ARIAS learning models based on contextual approaches can gradually increase students' mathematical connection skills. This is based on the results of increased student activity and the results of an increase in learning tests in cycles I and II. The percentage of student activity is 80.70% (good category). The student's activity is 86.40% (good category) in cycle II. The student's connection capacity in the first cycle is 10.16 (good category) and a score of 12.79 (excellent category) in the second cycle.


Keywords


contextual; mathematical connection

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References


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Johnson, E. B. (2007). Contextual teaching and learning: Menjadikan kegiatan belajar mengajar mengasyikkan dan bermakna. Bandung: Mizan Learning Center.

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Lestari, A., Nursalam, N., & Mardhiah, M. (2017). PENGARUH MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESMENT, SATISFACTION) TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS VII SMPN 1 SUNGGUMINASA KAB. GOWA. MaPan: Jurnal Matematika Dan Pembelajaran, 5(1), 110–124.

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NCTM. (2000). Principles and Standards for School Mathematics.

Ningsih, K. (2012). Efektivitas model pembelajaran arias berbasis contextual teaching and learning dalam meningkatkan pencapaian kompetensi dasar sains pada siswa smp kota Pontianak. Jurnal Guru Membangun, 24(2).

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Rahayu, E. A., Waluyo, S. B., & Sugiman. (2014). Keefektifan Model Arias Berbantuan Kartu Masalah Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa. Jurnal Kreano, 5(April), 10–17.

Soedjadi, R. (2000). Kiat pendidikan matematika di Indonesia. Jakarta: Depdiknas.

Surya, H. M. (2001). Kapita Selekta Kependidikan SD. Penerbit Universitas Terbuka.

Ulya, I. F., Irawati, R., & Maulana, M. (2016). BELAJAR SISWA MENGGUNAKAN PENDEKATAN KONTEKSTUAL. Jurnal Pena Ilmiah, 1(1), 121–130.

Jaijan, W., & Loipha, S. (2012). Making Mathematical Connections with Transformations Using Open Approach. HRD JOURNAL, 3(1), 91–100.

Johnson, E. B. (2007). Contextual teaching and learning: Menjadikan kegiatan belajar mengajar mengasyikkan dan bermakna. Bandung: Mizan Learning Center.

Karso, D. (2008). Pendidikan Matematika I. Jakarta : Penerbit Universitas Terbuka. Jakarta: Penerbit Universitas Terbuka.

Keller, J. M. (1987). Development and Use of the ARCS Model of Instructional Design. Journal of Instructional Development, 10(3), 2.

Lestari, A., Nursalam, N., & Mardhiah, M. (2017). PENGARUH MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESMENT, SATISFACTION) TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS VII SMPN 1 SUNGGUMINASA KAB. GOWA. MaPan: Jurnal Matematika Dan Pembelajaran, 5(1), 110–124.

Muhsetyo, G. (2007). Pembelajaran Matematika SD. Jakarta: Penerbit Universitas Terbuka.

Mwakapenda, W. (2008). Understanding connections in the school mathematics curriculum. South African Journal of Education, 28(2), 189–202.

NCTM. (2000). Principles and Standards for School Mathematics.

Ningsih, K. (2012). Efektivitas model pembelajaran arias berbasis contextual teaching and learning dalam meningkatkan pencapaian kompetensi dasar sains pada siswa smp kota Pontianak. Jurnal Guru Membangun, 24(2).

Polya, G. (1945). How to Solve It. The Mathematical Gazette. https://doi.org/10.2307/3609122

Rahayu, E. A., Waluyo, S. B., & Sugiman. (2014). Keefektifan Model Arias Berbantuan Kartu Masalah Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa. Jurnal Kreano, 5(April), 10–17.

Soedjadi, R. (2000). Kiat pendidikan matematika di Indonesia. Jakarta: Depdiknas.

Surya, H. M. (2001). Kapita Selekta Kependidikan SD. Penerbit Universitas Terbuka.

Ulya, I. F., Irawati, R., & Maulana, M. (2016). BELAJAR SISWA MENGGUNAKAN PENDEKATAN KONTEKSTUAL. Jurnal Pena Ilmiah, 1(1), 121–130.


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DOI: http://doi.org/10.25273/jipm.v7i2.2984

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