Differences in Students' Mathematical Communication Ability and Self-Efficacy Between Open Ended and Contextual Learning Approach
| Main Authors: | Angga, Ridho Uji Dwi, Arnita, , Rajagukguk, Waminton |
|---|---|
| Format: | Article PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
IISTE
, 2022
|
| Subjects: | |
| Online Access: |
http://digilib.unimed.ac.id/51048/1/Turnitin.pdf http://digilib.unimed.ac.id/51048/ https://www.iiste.org/Journals/index.php/JEP/article/view/58370/60263 |
Daftar Isi:
- This study aims to: (1) differences in students' mathematical mathematical communication skills and self-efficacy between students who were given an Open Ended Learning Approach with a Contextual Teaching and Learning Approach; (2) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Mathematical Communication skills; (3) the difference in Self Efficacy between students who were given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; and (4) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Self Efficacy. This research is a quasi-experimental research. The research population was all students of class VIII SMP Negeri 1 Stabat, Academic Year 2021/2022 with a sample of class VIII A who was given an Open-Ended Learning Approach and class VIII B who was given a Contextual Teaching and Learning approach. Each class consists of 32 students. The research instrument used was a student's Mathematical Communication ability test and a Self-Efficacy questionnaire. Data analysis was performed by two-way analysis of variance (ANAVA). The results of the study indicate that: (1) There are differences in students' Mathematical Communication abilities who are given learning with the Open Ended Learning Approach and Contextual Teaching and Learning Approach; (2) There is no interaction between the learning model and early mathematics skills on students' Mathematical Communication abilities; (3) There is a difference in Self Efficacy between students who are given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; (4) There is no interaction between the learning model and the initial ability of mathematics on Self Efficacy.