THE MATHEMATICS LEARNING MODEL’S FOR EARLY GRADE STUDENTS: CONTEXTUAL OR PROBLEM-BASED LEARNING

Moh. Farizqo Irvan, Mohammad Adam Jerusalem, Habibullah Habibullah

Abstract


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 because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.


Keywords


contextual teaching and learning; early grade; learning model; mathematics learning; problem-based learning

Full Text:

PDF

References


Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019(1), 1–13. https://doi.org/10.1155/2019/3745406

Adiga, U., & Adiga, S. (2015). Problem based learning. International Journal of Current Research, 7(6), 17181–17187.

Ariestuti, P. D., Darsana, I. W., & Kristiantari, R. (2014). Penerapan Pendekatan Contextual Teaching And Learning ( CTL ) Untuk Meningkatkan Keaktifan Dan Hasil Belajar IPA Siswa Kelas VI SDN 3 Tonja Tahun Ajaran 2014/2015. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1).

Astriyani, A. (2016). Peningkatan hasil belajar peserta didik dengan penerapan model pembelajaran problem solving berbantuan alat peraga. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 2(2), 1. https://doi.org/10.24853/fbc.2.2.1-7

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–71. https://doi.org/10.18200/jgedc.2015214253

Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. Future of Children, 26(2), 75–94. https://doi.org/10.1353/foc.2016.0013

Eryilmaz, A. (2011). Strenghts and weakness of probem-based learning in engineering education: students’ and tutors’ prespective. Buca Fakultesi Dergisi, 28(1), 40–58.

Kahar, M. S., Anwar, Z., & Murpri, D. K. (2020). Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap peningkatan hasil belajar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2), 279–295.

Kaharuddin, A. (2019). Effect of problem based learning model on mathematical learning outcomes of 6th grade students of elementary school accredited B in Kendari city. International Journal of Trends in Mathematics Education Research, 1(2), 43–46. https://doi.org/10.33122/ijtmer.v1i2.14

Kartikasari, A., & Widjajanti, D. B. (2017). Mathematical ConnectiThe Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement,on Ability, and SelfEsteem. Journal of Physics, 755(1).

Kusumadewi, O. N., Mariani, S., & Susilo, B. E. (2013). Keefektifan CTL Berbantuan Macromedia Flash Terhadap Kemampuan Berpikir Kritis pada Materi Segiempat. Kreano: Jurnal Matematika Kreatif-Inovatif, 4(1), 57–63. https://doi.org/10.15294/kreano.v4i1.2887

Laili, H. (2016). Keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. PYTHAGORAS: Jurnal Pendidikan Matematika, 11(1), 25–34.

Mastur, Z. (2019). Kemampuan pemecahan masalah matematika menggunakan model pembelajaran kancing gemerincing berbasis budaya Jawa. Prosiding Seminar Nasional Matematika, 2, 171–177. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/issue/view/1445

Maulana, M. (2017). Konsep Dasar Matematika dan Pengembangan Kemampuan Berpikir Kritis-Kreatif. Sumedang: UPI Sumedang Press.

Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K-8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1674

Mu’min, A., Kamelia, & Halmuniati. (2017). Meningkatkan hasil belajar matematika melalui model pembelajaran kooperatif tipe team assisted individualization (tai) pada siswa kelas v mi asy-syaf’iyah kendari. Journal of Chemical Information and Modeling, 10(2), 55–72. https://doi.org/10.1017/CBO9781107415324.004

Pinwanna, M. (2015). Using the Contextual Teaching and Learning Method in Mathematics to Enhance Learning Efficiency on Basic Statistics for High School Students. The International Conference On Language, Education, Humanities & Innovation, 21(22), 58–63.

Putra, F. G. (2017). Eksperimentasi Pendekatan Kontekstual Berbantuan Hands On Activity (HoA) Terhadap Kemampuan Pemecahan Masalah Matematik. Al-Jabar : Jurnal Pendidikan Matematika, 8(1), 73. https://doi.org/10.24042/ajpm.v8i1.1148

Ratih, N. K. A. N., & Putra, I Ketut Adnyana Putra. Manuba, I. B. S. (2014). Pengaruh Pendekatan Contextual Teaching Andlearning (CTL) Melalui Pemodelan Mediasederhanaterhadap Hasil Belajarmatematikasiswa Kelas V SD Gugus III Kecamatan Gianyar. Journal Mimbar PGSD Universitas Pendidikan Ganesha, Vol. 2(1).

Riyanti, R., Sutama, S., & Maryadi, M. (2017). Manajemen Pembelajaran Matematika di SD Negeri Mangkubumen 83 Surakarta. Jurnal VARIDIKA, 29(1), 65–74. https://doi.org/10.23917/varidika.v29i1.5150

Selvianiresa, D., & Prabawanto, S. (2017). Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012171

Simbolon, E. R., & Tapilouw, F. S. (2015). Pengaruh pembelaharan berbasis masalah dan pembelajaran kontekstual terhadap berpikir kritis siswa smp. EDUSAINS Journal, 7(1), 97–104. https://doi.org/10.1017/CBO9781107415324.004

Supraptinah, U. (2019). Upaya meningkatkan kemampuan pemecahan masalah matematika siswa melalui penerapan model problem based learning. Jurnal Litbang Sukowati, 2(2), 48–60.

Trisnawati, Y. I., Sudargo, & Prasetyowati, D. (2019). Efektivitas model contextual teaching and learning dan model problem based learning untuk meningkatkan kemampuan pemahaman konsep matematis siswa smp. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 1(5), 190–200.




DOI: http://dx.doi.org/10.24127/ajpm.v9i3.2779

Refbacks

  • There are currently no refbacks.


Indexing by: