The Effect of the CORE Learning Model on Students' Mathematical Connection Ability in terms of Their Preliminary Knowledge in Mathematics
Abstract
This study aimed to explain the effect of CORE (connecting, organizing, reflecting, and expanding) learning with a metacognitive approach on students’ mathematical connections in terms of preliminary knowledge in mathematics (PKM). The method in this study used a quasi-experimental with a posttest-only control group design. The population in this study consisted of all students at one of junior high schools in Indonesia. The sample was divided into two types: class VIII A as an experimental class with 13 students and class VIII B as a control class with 14 students. The instruments used in this study were essay tests to measure students' mathematical connection abilities and interview guidelines. Data analysis was performed by analysis of covariance. This study's results indicate a linear relationship between PKM and mathematical connection abilities. There is an effect of PKM on students' mathematical connection abilities. There is a simultaneous effect between PKM and the learning model; in other words, there is an interaction between PKM and the learning model. The CORE learning model with a metacognitive approach is more suitable for high PKM, and the scientific model is more suitable for low PKM.
Keywords
Full Text:
PDFReferences
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2017). Introduction to Research in Education. In Jurnal IlPKMh Matematika (Vol. 21, Issue 2).
Astuti, S. P. (2015). Pengaruh Kemampuan Awal dan Minat Belajar terhadap Prestasi Belajar Fisika. Formatif: Jurnal IlPKMh Pendidikan MIPA, 5(1), 68–75. https://doi.org/10.30998/formatif.v5i1.167
Brahmantara, I. B. G., Santyasa, I. W., & Tegeh, I. M. (2013). Pengetahuan Awal Untuk Mata Pelajaran Fotografi Bagi Siswa Kelas X Smk Ti Bali Global Singaraja. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(6), 10.
Bruning, R. ., Schraw, G. ., & Norby, M. . (2011). Congnitive Psychology and Instruction. Boston: Pearson Education. https://doi.org/10.4324/9781315802480
Caillies, S., Denhière, G., & Kintsch, W. (2002). The effect of prior knowledge on understanding from text: Evidence from primed recognition. European Journal of Cognitive Psychology, 14(2), 267–286. https://doi.org/10.1080/09541440143000069
Calfee, R. C., Curwen, M. S., Miller, R. G., & White-smith, K. a. (2010). Increasing Teachers ’ Metacognition Develops Students ’ Higher Learning during Content Area Literacy Instruction : Findings from the Read-Write Cycle Project. Issues in Teacher Education, 19(2), 127–151.
Dewi, W. A. F., & Wardani, K. W. (2021). Meta Analisis Efektivitas Model Pembelajaran Inquiry dan Problem Based Learning Terhadap Kemampuan Berpikir Kritis Matematis Siswa Sekolah Dasar. Jurnal Basicedu, 5(3), 1683–1688.
Fisher, D., Yaniawati, P., & Kusumah, Y. S. (2017). The use of CORE model by metacognitive skill approach in developing characters junior high school students. AIP Conference Proceedings, 1868. https://doi.org/10.1063/1.4995137
Flavell, J. H. (1929). Metacognition and Cognitive Monitoring. Notes and Queries, 157(DEC14), 424. https://doi.org/10.1093/nq/CLVII.dec14.424-a
Harmsen, H., Bernsen, R., Meeuwesen, L., Thomas, S., Dorrenboom, G., Pinto, D., & Bruijnzeels, M. (2005). The effect of educational intervention on intercultural communication: Results of a randomised controlled trial. British Journal of General Practice, 55(514), 343–350.
Al Humaira, F. (2014). Penerapan model pembelajaran core pada pembelajaran matematika siswa kelas X SMAN 9 padang. Jurnal Pendidikan Matematika, 3(1).
Ibda, F. (2015). Perkembangan kognitif: teori jean piaget. Intelektualita, 3(1), 27–37.
Lestari, K. E., & Yudhanegara, M. R. (2017). Analisis Kemampuan Representasi Matematis Mahasiswa pada Mata Kuliah Geometri Transformasi Berdasarkan Latar Belakang Pendidikan Menengah. Jurnal Matematika Integratif, 13(1), 29. https://doi.org/10.24198/jmi.v13i1.11410
Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20–52. https://doi.org/10.1006/jvbe.2001.1842
Miller, R. G., & Calfee, R. C. (2004). Making Thinking Visible: A Method to Encourage Science Writing in Upper Elementary Grades. National Science Teachers Association, 42(3), 20–25.
Ningsih, E. F., Lestari, I., & Khotimah. (2021). Penerapan Model Core Dengan Pendekatan Metakognitif Terhadap Kemampuan Berpikir Kritis Matematis. 2(2), 38–47.
Nurvita, Sinaga, B., & Mukhtar. (2019). Analisis Kesulitan Metakognisi dan Koneksi Matematis Siswa Dengan Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw Di SMPN 1 Lawe Bulan Aceh Tenggara. 1–6.
Özsoy, G., & Ataman, A. (2017). The effect of metacognitive strategy training on mathematical problem-solving achievement. International Electronic Journal of Environmental Education, 1(2), 67–82.
Purnamasari, I., & Setiawan, W. (2019). Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi SPLDV Ditinjau dari Kemampuan Awal Matematika. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 3(2), 207. https://doi.org/10.31331/medivesveteran.v3i2.771
Rivai, E. (2018). Meningkatkan Kemampuan Representasi Matematis Pada Materi Integral Luas Siswa Kelas XII Tek A SMK Negeri 1 Cimahi Menggunakan Pendekatan Metakognitif. Jurnal IlPKMh P2M STKIP Siliwangi P2M STKIP Siliwangi, 5(2), 1–6.
Rosdiana. (2021). Analisis Kemampuan Koneksi Matematis Siswa Smp Kelas Viii Pada Materi Spldv Smp Negeri 2 Alla. February, 6.
Sa’adah, D., Masrukan, & Kuniasih, A. W. (2017). Pengembangan Perangkat Ajar Model CORE Pendekatan Metakognitif untuk Meningkatkan Kemampuan Pemecahan Masalah Geometri Kelas VIII. Jurnal Edumath, 3(1), 15–27.
Siregar, N. A. R., Deniyanti, P., & Hakim, L. El. (2018). Pengaruh Model Pembelajaran CORE Terhadap Kemampuan Berpikir Kritis Dan Disposisi Matematis Ditinjau Dari Kemampuan Awal Matematika Siswa Sma Negeri Di Jakarta Timur. Jurnal Penelitian Dan Pembelajaran Matematika, 11(1). https://doi.org/10.30870/jppm.v11i1.2997
Soesilo, T. D. (2013). BOOK_Tritjahjo Danny_Psikologi Pendidikan_Judul.pdf.
Trihasari, S., Haji, S., & Provinsi Bengkulu, S. K. (2019). Pengaruh Model Problem Based Learning dengan Pendekatan Saintifik Terhadap Kemampuan Pemecahan Masalah Siswa Kelas X SMA Kota Bengkulu. Jurnal Pendidikan Matematika Raflesia, 4(2), 94–102.
Tusitadevi, R. S., & Astuti, S. (2021). Meta Analisis Efektivitas Model Pembelajaran Problem Based Learning dan Problem Solving Terhadap Kemampuan Berpikir Kritis pada Mata Pelajaran Matematika Kelas V. Inventa, 5(1), 1–15. https://doi.org/10.36456/inventa.5.1.a3528
Umbara, U. (2017). Implikasi Teori Belajar Konstruktivisme dalam Pembelajaran Matematika. Jurnal Matematika IlPKMh STKIP Muhammadiyah Kuningan, 3(8), 31–38.
Widada, W., Agustina, A., Serlis, S., Dinata, B. M., & Hasari, S. T. (2019a). The abstraction ability of students in understanding the concept of geometry. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012082
Widada, W., Herawaty, D., Mundana, P., Agustina, M., Putri, F. R., & Anggoro, A. F. D. (2019b). The REACT strategy and discovery learning to improve mathematical problem solving ability. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012081
Widada, W., Nugroho, K. U. Z., Sari, W. P., & Pambudi, G. A. (2019c). The ability of mathematical representation through realistic mathematics learning based on ethnomathematics. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012073
DOI: https://doi.org/10.53889/ijses.v4i2.312
Article Metrics
Abstract view : 102 timesPDF - 63 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Calista Rahmadhani, Syamsuri Syamsuri, Cecep Anwar Hadi Firdos Santosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
International Journal of STEM Education for Sustainability is licensed under a Creative Commons Attribution 4.0 International License