The effectiveness of the CTL learning model using REACT strategy with the mind map and the influence of learning independence on students' mathematical connection ability A study at TNT School, HCMC, Vietnam Section Articles
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Nov 30, 2021
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Abstract
This study aims to determine the effectiveness of the CTL learning model using REACT Strategy with the mind map and the influence of learning independence on students' mathematical connection abilities. The research was conducted at Tran Nhan Tong Senior High School, Ho Chi Minh City, Vietnam. The research sample were students of class XA1 as the experimental class that applied the CTL learning model using REACT strategy with mind map and class XA2 as the control class that applied the expository learning model selected based on cluster random sampling. The research data were obtained through tests, questionnaires, and observations. The results showed that 1) the mathematical connection ability of the students that use CTL with the mind map-assisted REACT strategy reached the completeness criteria, 2) the mathematical connection ability of students that use CTL with mind map-assisted REACT strategy higher than the mathematical connection ability of students that use expository learning, and 3) there is a positive effect of student learning independence on the mathematical connection ability of students that use CTL with mind map-assisted REACT strategy.
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How to Cite
Nurhayati, K. D., Sukestiyarno, Y. L., & Mulyono, M. (2021). The effectiveness of the CTL learning model using REACT strategy with the mind map and the influence of learning independence on students’ mathematical connection ability. Unnes Journal of Mathematics Education, 10(3), 194-200. https://doi.org/10.15294/ujme.v10i3.53634
References
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Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (an experiment on junior high school students through contextual teaching and learning with mathematical manipulative). International Journal of Education, 8(1), 1–11.
Hidayati, K., & Listyani, E. (2010). Pengembangan Instrumen Kemandirian Belajar Mahasiswa. Jurnal Penelitian Dan Evaluasi Pendidikan, 14(1).
Karim, A. (2016). Mengembangkan Berfikir Kreatif Melalui Membaca dengan Model Mind Map. LIBRARIA: Jurnal Perpustakaan, 2(1).
Kaselin, K., Sukestiyarno, S., & Waluya, B. (2013). Kemampuan komunikasi matematis pada pembelajaran matematika dengan strategi REACT berbasis etnomatematika. Unnes Journal of Mathematics Education Research, 2(2).
Maharani, A. (2016). Meningkatkan Kreativitas Matematis Siswa Melalui Pembelajaran Peta Pikiran. UJMES (Uninus Journal of Mathematics Education and Science), 1(2), 11–16.
Mahendra, N. R., & Mulyono, M. (2017). Analisis Kemampuan Koneksi Matematis Siswa SMA Ditinjau dari Gaya Kognitif pada Model PBL. PRISMA, Prosiding Seminar Nasional Matematika, 62–71.
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Nahdi, D. S. (2017). Self regulated learning sebagai karakter dalam pembelajaran matematika. Jurnal THEOREMS (The Original Research of Mathematics), 2(1).
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Özbay, A. S., & Kayaoglu, M. N. (2015). The use of REACT strategy for the incorporation of the context of physics into the teaching English to the physics English prep students. Journal of History Culture and Art Research, 4(3), 91–117.
Pramitasari, A., Indriana, Y., & Ariati, J. (2011). Hubungan Antara Persepsi Terhadap Metode Pembelajaran Kontekstual Dengan Motivasi Belajar Biologi Siswa Kelas XI IPA SMAN 1 Pangkalan Kerinci, Riau. Jurnal Psikologi Undip, 9(1).
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Ratnawati, I. D., Hidayah, I., & WIjayanti, K. (2016). Keefektifan Pembelajaran Matematika Model Learning Cycle 5e Berbantuan Media Mind Mapping Terhadap Kemampuan Koneksi Matematik dan Kerjasama. PRISMA, Prosiding Seminar Nasional Matematika, 733–755.
Saminanto, K. (2015). Analysis of mathematical connection ability in linear equation with one variable based on connectivity theory. International Journal of Education and Research, 3(4), 259–270.
Sari, A., & Afgani, J. (2008). Pengaruh pemberian tugas creative mind map setelah pembelajaran terhadap kemampuan kreativitas dan koneksi matematik siswa. Prosiding Seminar Matematika. Yogyakarta: Uny.
Secretariat, A. S. E. A. N. (2014). ASEAN state of education report 2013. ASEAN Secretariat, Jakarta, Indonesia.
Selvianiresa, D., & Prabawanto, S. (2017). Contextual teaching and learning approach of mathematics in primary schools. Journal of Physics: Conference Series, 895(1), 012171.
Sihono, T. (2004). Contextual Teaching and Learning (CTL) sebagai model pembelajaran ekonomi dalam KBK. Jurnal Ekonomi Dan Pendidikan, 1(1).
Siregar, N. D., & Surya, E. (2017). Analysis of students’ junior high school mathematical connection ability. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 309–320.
Suardana, I. K. (2012). Implementasi Model Belajar Mandiri untuk Meningkatkan Aktivitas, Hasil, dan Kemandirian Belajar Mahasiswa. Jurnal Pendidikan Dan Pengajaran, 45(1).
Sukmana, A., & Wahyudin, W. (2011). A TEACHING MATERIAL DEVELOPMENT FOR DEVELOPING STUDENTS’INTUITIVE THINKING THROUGH REACT CONTEXTUAL TEACHING APPROACH. Jurnal Mat Stat, 11(02).
Susilo, B. E., & Kharisudin, I. (2010). IMPROVING THE AUTODIDACT LEARNING OF STUDENT ON KALKULUS THROUGH COOPERATIVE LEARNING “STUDENT TEAMS ACHIEVEMENT DIVISION” BY PORTFOLIO PROGRAMMED. Jurnal Penelitian Pendidikan, 27(1).
Tambelu, J. V. (2013). Development of mathematical learning based contextual model in south minahasa regency. Development, 4(15).
Tran, T. M., & Stoilescu, D. (2016). An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study. Journal of Information Technology Education, 15.
Utami, W. S. (2016). React (Relating, Experiencing, Applying, Cooperative, Transferring) Strategy to Develop Geography Skills. Journal of Education and Practice, 7(17), 100–104.
Yildiz, A., & Baltaci, S. (2016). Reflections from the Analytic Geometry Courses Based on Contextual Teaching and Learning through GeoGebra Software. Online Submission, 6(4), 155–166.
Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy (Vol. 5). Citeseer.
Buzan, T. (2006). Mind Map Untuk Meningkatkan Kreativitas (How to Mind Map). Jakarta: PT Gramedia Pustaka Utama.
Crawford, M. L. (2001). Teaching contextually. Research, Rationale, and Techniques for Improving Student Motivation and Achievement in Mathematics and Science. Texas: Cord.
Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (an experiment on junior high school students through contextual teaching and learning with mathematical manipulative). International Journal of Education, 8(1), 1–11.
Hidayati, K., & Listyani, E. (2010). Pengembangan Instrumen Kemandirian Belajar Mahasiswa. Jurnal Penelitian Dan Evaluasi Pendidikan, 14(1).
Karim, A. (2016). Mengembangkan Berfikir Kreatif Melalui Membaca dengan Model Mind Map. LIBRARIA: Jurnal Perpustakaan, 2(1).
Kaselin, K., Sukestiyarno, S., & Waluya, B. (2013). Kemampuan komunikasi matematis pada pembelajaran matematika dengan strategi REACT berbasis etnomatematika. Unnes Journal of Mathematics Education Research, 2(2).
Maharani, A. (2016). Meningkatkan Kreativitas Matematis Siswa Melalui Pembelajaran Peta Pikiran. UJMES (Uninus Journal of Mathematics Education and Science), 1(2), 11–16.
Mahendra, N. R., & Mulyono, M. (2017). Analisis Kemampuan Koneksi Matematis Siswa SMA Ditinjau dari Gaya Kognitif pada Model PBL. PRISMA, Prosiding Seminar Nasional Matematika, 62–71.
Martin, W. G. (2000). Principles and standards for school mathematics (Vol. 1). National Council of Teachers of.
Nahdi, D. S. (2017). Self regulated learning sebagai karakter dalam pembelajaran matematika. Jurnal THEOREMS (The Original Research of Mathematics), 2(1).
Nilasari, E., Djatmika, E. T., & Santoso, A. (2016). Pengaruh penggunaan modul pembelajaran kontekstual terhadap hasil belajar siswa kelas V Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(7), 1399–1404.
OECD. (2016). PISA 2015: Results in focus. PISA.
Özbay, A. S., & Kayaoglu, M. N. (2015). The use of REACT strategy for the incorporation of the context of physics into the teaching English to the physics English prep students. Journal of History Culture and Art Research, 4(3), 91–117.
Pramitasari, A., Indriana, Y., & Ariati, J. (2011). Hubungan Antara Persepsi Terhadap Metode Pembelajaran Kontekstual Dengan Motivasi Belajar Biologi Siswa Kelas XI IPA SMAN 1 Pangkalan Kerinci, Riau. Jurnal Psikologi Undip, 9(1).
Prastiwi, I., Soedjoko, E., & Mulyono, M. (2014). Efektivitas Pembelajaran Conceptual Understanding Procedures Untuk Meningkatkan Kemampuan Siswa Pada Aspek Koneksi Matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 41–47.
Priantini, D. A. M. M. O., Atmadja, N. B., & Marhaeni, A. (2016). Pengaruh Metode Mind Mapping Terhadap Keterampilan Berpikir Kreatif Dan Prestasi Belajar IPS. Ganesha University of Education.
Puspita, L. M., Sudarisman, S. M., & Maridi, M. (2014). Pengaruh Model Problem Based Learning Dengan Metode Eksperimen Disertai Teknik Concept Map Dan Mind Map Terhadap Prestasi Belajar Biologi Ditinjau Dari Motivasi Belajar Dan Aktivitas Belajar Siswa. Inkuiri, 3(01).
Puspita, L., Yetri, Y., & Novianti, R. (2017). Pengaruh Model Pembelajaran Reciprocal Teaching Dengan Teknik Mind Mapping Terhadap Kemampuan Metakognisi Dan Afektif Pada Konsep Sistem Sirkulasi Kelas Xi Ipa Di Sma Negeri 15 Bandar Lampung. Biosfer: Jurnal Tadris Biologi, 8(1), 78–90.
Rahmadonna, S. (2011). Penerapan Pembelajaran Kontekstual pada Mata Pelajaran Matematika untuk Meningkatkan Motivasi Belajar Siswa SMA. Majalah Ilmiah Pembelajaran, 7(1).
Ratnawati, I. D., Hidayah, I., & WIjayanti, K. (2016). Keefektifan Pembelajaran Matematika Model Learning Cycle 5e Berbantuan Media Mind Mapping Terhadap Kemampuan Koneksi Matematik dan Kerjasama. PRISMA, Prosiding Seminar Nasional Matematika, 733–755.
Saminanto, K. (2015). Analysis of mathematical connection ability in linear equation with one variable based on connectivity theory. International Journal of Education and Research, 3(4), 259–270.
Sari, A., & Afgani, J. (2008). Pengaruh pemberian tugas creative mind map setelah pembelajaran terhadap kemampuan kreativitas dan koneksi matematik siswa. Prosiding Seminar Matematika. Yogyakarta: Uny.
Secretariat, A. S. E. A. N. (2014). ASEAN state of education report 2013. ASEAN Secretariat, Jakarta, Indonesia.
Selvianiresa, D., & Prabawanto, S. (2017). Contextual teaching and learning approach of mathematics in primary schools. Journal of Physics: Conference Series, 895(1), 012171.
Sihono, T. (2004). Contextual Teaching and Learning (CTL) sebagai model pembelajaran ekonomi dalam KBK. Jurnal Ekonomi Dan Pendidikan, 1(1).
Siregar, N. D., & Surya, E. (2017). Analysis of students’ junior high school mathematical connection ability. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 309–320.
Suardana, I. K. (2012). Implementasi Model Belajar Mandiri untuk Meningkatkan Aktivitas, Hasil, dan Kemandirian Belajar Mahasiswa. Jurnal Pendidikan Dan Pengajaran, 45(1).
Sukmana, A., & Wahyudin, W. (2011). A TEACHING MATERIAL DEVELOPMENT FOR DEVELOPING STUDENTS’INTUITIVE THINKING THROUGH REACT CONTEXTUAL TEACHING APPROACH. Jurnal Mat Stat, 11(02).
Susilo, B. E., & Kharisudin, I. (2010). IMPROVING THE AUTODIDACT LEARNING OF STUDENT ON KALKULUS THROUGH COOPERATIVE LEARNING “STUDENT TEAMS ACHIEVEMENT DIVISION” BY PORTFOLIO PROGRAMMED. Jurnal Penelitian Pendidikan, 27(1).
Tambelu, J. V. (2013). Development of mathematical learning based contextual model in south minahasa regency. Development, 4(15).
Tran, T. M., & Stoilescu, D. (2016). An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study. Journal of Information Technology Education, 15.
Utami, W. S. (2016). React (Relating, Experiencing, Applying, Cooperative, Transferring) Strategy to Develop Geography Skills. Journal of Education and Practice, 7(17), 100–104.
Yildiz, A., & Baltaci, S. (2016). Reflections from the Analytic Geometry Courses Based on Contextual Teaching and Learning through GeoGebra Software. Online Submission, 6(4), 155–166.