Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

scholarly journals CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING

2015 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

scholarly journals CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING

2015 ◽  
Vol 1 (1) ◽  
pp. 28-39
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

scholarly journals The Differences of the Student Learning Outcome Using Realistic Mathematics Learning Approaches (PMR) And Contextual Learning Approaches (CTL) on the Sets Material

2018 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Nurina Kurniasari Rahmawati ◽  
Amah Amah
Keyword(s):  
Student Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Realistic Mathematics ◽  
Student Learning Outcome

This research aims to determine differences in learning outcomes of students who use Realistic Mathematics Learning (PMR) and Contextual Approach (CTL) approaches on the set Material. This research method is quasi experiment with posttest only control design. The sampling technique was used cluster random sampling with 2 experimental classes These are experimental class 1 (the class was treated with the Realistic Mathematics Education (PMR) approach and experimental class 2 (the class was treated with the Contextual Learning (CTL) approach The hypothesis test is used the t-test. The results of the research is found that there were differences between the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach and the student learning outcome in the set material using the Contextual Learning approach (CTL). Because the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach better than the student learning outcome in the set material using the Contextual Learning approach (CTL).

scholarly journals Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

2021 ◽  
Vol 13 (2) ◽  
pp. 707-717
Author(s):  
Hastri Rosiyanti ◽  
Dyah Ayu Ratnaningsih ◽  
Herwina Bahar ◽  
Is wan ◽  
Fai sal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Better Than

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

Peningkatan Motivasi Belajar Matematika Melalui Pembelajaran Matematika Kontekstual

2020 ◽  
Vol 2 (2) ◽  
pp. 130-141
Author(s):  
Rindi Antika
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Experimental Group ◽  
Better Than

This study focuses on enhancement of student’s learning motivation. This is a quasi experimental research with non equivalent control group design. Sample were taken by purposive sampling technique so that selected 22 experimental group students and 22 control group students from VIIIth grade of junior high school in Bandung, The experimental group was given contextual mathematics learning, while the control group was given regular learning. Questionnaire of motivation were used as research instrument. The results show that enhancement of student’s learning motivation with contextual mathematics learning better than students who received regular learning.

PERBANDINGAN EFEKTIVITAS PENDEKATAN PEMBELAJARAN SAVI DAN KONTEKSTUAL DITINJAU DARI PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP MUHAMMADIYAH MERAUKE

2018 ◽  
Vol 1 (1) ◽  
pp. 30-42
Author(s):  
Wahyu Siti Irianti ◽  
Etriana Meirista ◽  
Murni Sianturi
Keyword(s):  
Mathematics Learning ◽  
Sampling Technique ◽  
Contextual Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Control Group Design ◽  
Learning Achievement ◽  
The Third ◽  
Comparison Of Effectiveness

This study aims to find out the first, the effectiveness of SAVI learning approach in mathematics learning of students of Muhamadiyah Merauke. The second, the effectiveness of contextual approach used in mathematics learning viewed from mathematics learning achievement of students of SMP Muhammadiyah Merauke. And the third, the comparison of effectiveness between SAVI learning approach and contextual method viewed from of learning achievement in mathematics. This research is an experimental research and the design used pretest-posttest control group design. The population of this research is grade VIII B students of SMP Muhammadiyah Merauke selected by cluster random sampling technique. The technique of data collection was  test and the  instrument  was learning achievement test. The testing of first and second hypothesis used  paired sample of z-test while the third hypothesis testing was done using independent sample of z-test. Based on the analysis of the first hypothesis data, it was obtained, which means thatis rejected and is accepted. This means that the SAVI learning approach is effectively used in learning in terms of students' mathematics learning achievements. Analysis of the second hypothesis data, it was obtained, which means that is rejected and is accepted. This means that the contextual learning approach is effectively used in learning in terms of students' mathematics learning achievements. Then the third hypothesis data, the comparison of mean of posttest data was obtained, which means thatis rejected andis accepted. This means that the SAVI learning approach is more effective than contextual learning approaches in terms of students' mathematics learning achievement.

scholarly journals PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP

2018 ◽  
Vol 1 (3) ◽  
pp. 445
Author(s):  
Asfi Yuhani ◽  
Luvy Sylviana Zanthy ◽  
Heris Hendriana
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
School Students ◽  
Problem Description ◽  
Better Than

Problem-solving ability is the ability to solve non-routine problems related to everyday life. Problem-solving learning more focuses on processes and strategies. So the process skills and strategies for solving a problem become the essential capability that must be owned in mathematics learning. The purpose of this study is to know the effect of problem-based learning approach to the problem-solving ability of junior high school students. The research method used in this research is the experimental method. The population taken in this research is all of VII grade student SMP Negeri 2 Cimahi. As a sample, the researcher took a random class, where grade VII-1 with the number of 34 students was used as the experimental class and class VII-2 with the total of 34 students used as control class. The instrument used in this research that is in the form of problem description of problem-solving ability mathematics consists of 5 item. The results of this study indicate that the problem-solving ability of the mathematical group of students whose learning using problem-based learning approaches better than the group of students whose learning using ordinary learning.

scholarly journals PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS BERDASARKAN TINGKAT KEMAPUAN SISWA MELALUI PENDEKATAN PROBLEM BASED LEARNING

2019 ◽  
Vol 2 (5) ◽  
pp. 301
Author(s):  
Amiaji Salim
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Communication ◽  
Mathematical Problems ◽  
Communication Material ◽  
Better Than

This study is aimed at analyzing students' mathematical communication skills based on the results of observations, namely the ability of junior high school students. Subjects consisted of 20 students with categories using high, medium, and low grades. The method used is the Problem Based Learning approach. Data obtained from student results because of student tests and how students in finding mathematical communication solutions students who can solve problems and can solve mathematical problems well. But few students can solve problems because students perceive that mathematics learning is very difficult, especially mathematics communication material. After the treatment of Problem Based Learning, children's results are better than classes that use normal learning. With the increase in the authors concluded that the Problem Based Learning approach can be further investigated with a lot of practice. researchers hope that the Problem Based Learning approach can add insight to students.

scholarly journals Kemampuan Koneksi Matematika Siswa Dengan Pendekatan Kontekstual Di SMPN 1 Banuhampu

2019 ◽  
Vol 7 (1) ◽  
pp. 11-22
Author(s):  
M Imamuddin ◽  
Isnaniah Isnaniah ◽  
Ade Putra ◽  
Rahmadila Rahmadila
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Contextual Learning ◽  
Learning Approach ◽  
Contextual Approach ◽  
Mathematical Connection ◽  
Better Than

Abstract:This research is motivated by the students'poorly mathematical connection ability, more teacher-centered learning. The purpose of this study was to find out whether the mathematical connection ability of students who took part in the learning with the contextual approach was better than the students' mathematical connection ability with the conventional approach in class VII Of Junior High School 1 Banuhampu. The type of this  research used is experimental. In the experimental class the teaching and learning process is carried out by applying the contextual learning approach while the control class uses conventional learning. Based on the results of data analysis obtained = 2.45>  = 1.67 so that the results of the study show that the mathematical connection ability of students who follow learning with a contextual approach is better than the students' mathematical connection ability with conventional approaches in class VII Of Junior High School 1 BanuhampuAbstrak:Penelitian ini dilatarbelakangi oleh rendahnya kemampuan koneksi matematika siswa, pembelajaran yang lebih terpusat kepada guru. Tujuan penelitian ini adalah untuk mengetahui kemampuan koneksi matematika siswa yang mengikuti pembelajaran dengan pendekatan konstektual lebih baik dari kemampuan koneksi matematika siswa dengan pendekatan konvensional di kelas VII SMP N 1 Banuhampu. Jenis penelitian yang digunakan adalah penelitian eksperimen. Pada kelas eksperimen proses belajar mengajar dilakukan dengan menerapkan pendekatan pembelajaran konstektual sedangkan kelas kontrol dengan menggunakan pembelajaran konvensional. Berdasarkan hasil analisis data diperoleh sehingga diperoleh hasil penelitian bahwa kemampuan koneksi matematika siswa yang mengikuti pembelajaran dengan pendekatan konstektual lebih baik daripada kemampuan koneksi matematika siswa dengan pendekatan konvensional di kelas VII SMPN 1 Banuhampu

scholarly journals PENGARUH IMPLEMENTASI ASESMEN OTENTIK DALAM PEMBELAJARAN TERHADAP HASIL BELAJAR GAMBAR TEKNIK DENGAN PENGENDALIAN BAKAT MEKANIK DI KELAS X TKRO SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 9 (2) ◽  
pp. 58-69
Author(s):  
Gede Aprianto ◽  
I Made Candiasa ◽  
I Made Gita
Keyword(s):  
Performance Assessment ◽  
Random Sampling ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Single Factor ◽  
Learning Achievement ◽  
Project Assessment ◽  
Technical Drawing ◽  
Quasi Experimental ◽  
Better Than

AbstrakTujuan utama penelitian ini adalah untuk mengetahui pengaruh implementasi asesmen otentik yang terdiri dari asesmen proyek dan asesmen kinerja terhadap hasil belajar gambar teknik dengan pengendalian bakat mekanik yang dilakukan di kelas X TKRO SMK Negeri 3 Singaraja. Penelitian ini merupakan jenis quasi experiment dengan rancangan single factor independent groups design with use covariate. Sampel penelitian berjumlah 70 orang siswa yang diambil menggunakan teknik random sampling. Pengumpulan data dilakukan dengan metode tes obyektif dan uraian. Hipotesis pada penelitian ini diuji dengan Anakova satu jalur. Hasil penelitian menunjukkan bahwa : Pertama, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada siswa yang diberi penerapan asesmen kinerja (thit = 2,303; p ≤ 0,05). Kedua, setelah dilakukan pengendalian terhadap bakat mekanik, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada hasil belajar siswa yang diberi penerapan asesmen kinerja (Fhit = 49,204; p ≤ 0,05). Ketiga, terdapat kontribusi bakat mekanik (86,2%) terhadap hasil belajar gambar teknik (R = 0,929; thit = 20,620; p ≤ 0,05). Atas temuan tersebut, disimpulkan bahwa asesmen proyek dan bakat mekanik mempunyai pengaruh terhadap hasil belajar gambar teknik pada siswa kelas X TKRO SMK Negeri 3 Singaraja. Kata kunci: asesmen otentik, hasil belajar gambar teknik, bakat mekanik AbstractThe main objective of this study was to determine the effect of authentic assessment implementation consisting of project assessment and performance assessment towards the technical drawing learning achievement by controlling mechanical talent in X TKRO class at SMK Negeri 3 Singaraja. The study employed a quasi-experimental type with a single factor design independent groups design with use covariate. There were 70 students as the samples of the study that determined by random sampling technique. The data were obtained through objective test and essay method. The hypothesis in this study was tested by a one-way Ancova. The results showed that: a) the technical drawing learning achievement of the students that applied project assessment were better than the learning achievement of students who were applied performance assessment (thit= 2.303; p ≤ 0.05), b) after controlling for mechanical talent, the technical drawing learning achievement of the students applied project assessment were better than the students who applied performance assessment (Fhit = 49.204; p ≤ 0.05), c) there was a contribution of mechanical talent (86.2%) to the technical drawing learning achievement (R = 0.929; thit = 20.620; p ≤ 0.05). Based on these findings, it was concluded that project assessment and mechanical talent had an influence on the technical drawing learning achievement of X TKRO class at SMK Negeri 3 Singaraja. Keywords: authentic assessment, technical drawing learning achievement, mechanical talent

Sign in / Sign up

Export Citation Format

Share Document