Meta Analysis: The Effect of Contextual Teaching and Learning Model in Improving Students' Mathematical Connection Ability

Ahmad, Amar; Nur, Fitriani; Majid, Ahmad Farham; Mania, Sitti; Sulasteri, Sri

doi:10.30998/formatif.v12i2.10366

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…PRISMA is based on four steps: identification, screening, eligibility, and inclusion. This research stage starts with the formulation of a research problem, followed by the search for relevant research reports to formulate the problems, the evaluation of the studies to determine which studies should inform the review, the analysis and interpretation of research reports, and the presentation of the review (Ahmad., 2021). The stages of the PRISMA procedure carried out in detail can be seen in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

A Systematics Literature Review of Computational Thinking in Mathematics Education: Benefits and Challenges

Isharyadi¹,

Juandi

2023

FRM

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<span lang="IN">Computational thinking (CT) is a leading skill that must be possessed by students and is believed to be one of the keys to future success in a digital society. These skills are often associated with computer science but are now starting to be integrated with other fields of science, including learning mathematics. This literature review aims to study the benefits and challenges of computational thinking (CT) in learning mathematics. This literature review analyzes six references from the Scopus database based on predetermined keywords. Furthermore, content analysis was conducted to see the advantages and challenges of implementing CT in mathematics classes. Based on a literature review, there are several benefits of computational thinking in mathematics class, one of which is that CT improves student performance in learning mathematics; through CT skills, namely generalization and algorithmic thinking, it can help students solve computational problems well, learning that involves CT has the potential to have a positive influence on higher-level thinking skills (logic, algorithmic, and problem-solving views), as well as helping students solve real problems that he found. However, several challenges need to be faced, including the need to pay attention to the duration of learning to improve CT skills, the need for resource readiness which includes teacher competence, teaching materials, and assessment instruments, and teachers need to prepare and design didactic sequences. This literature review is expected to provide educators with an understanding of the extent to which CT can shape mathematics learning to be more creative and meaningful</span>

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Section: Methodsmentioning

confidence: 99%

A Systematics Literature Review of Computational Thinking in Mathematics Education: Benefits and Challenges

Isharyadi¹,

Juandi

2023

FRM

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“…Moreover, applying contextual teaching and learning models has been linked to students' improved mathematical connection ability and reflective thinking skills (Ahmad et al, 2022). It suggests that integrating contextual approaches can positively impact students' reflective abstraction skills.…”

Section: Product Effectivenessmentioning

confidence: 99%

Prototype of Cartoon Concept Teaching Book Based on Contextual Approach to Train Students' Reflective Abstraction Skills

Rahmawati,

Fadli

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This research aims to produce a valid, practical, and effective cartoon concept teaching book based on a contextual approach for training students' reflective abstraction skills. This research method usesd research and development with the 4-D model, namely define, design, develop, and disseminate. Instruments used in this study include a validation sheet for the teaching book using the cartoon concept based on a contextual approach, a student response questionnaire, and pretest and posttest assessments of students' reflective abstraction skills. The descriptive-quantitative technique was used to analyze the research data. Data on product-developed validity and practicality were analyzed descriptively. In contrast, the product's effectiveness was analyzed descriptively using the n-gain formula and quantitatively using pretest-posttest control group design. The results of the study indicated that (1) the validity of the teaching book using the cartoon concept based on a contextual approach was valid (3.43) and reliable (85.71), (2) the practicality of the teaching book was considered practical with an average of 65.96, categorized as excellent, (3) statistical test results showed that the teaching book using the cartoon concept based on a contextual approach had a significant effect (sig. 2-tailed < 0.05) on students' reflective abstraction abilities. The average improvement in pretest and posttest reflective abstraction skills was indicated by the N-Gain value in the experimental group (0.58 - moderate) and the control group (0.25 - low). Students in the control class performed reflective abstraction up to the process stage, while students in the experimental class engaged in reflective abstraction up to the object stage. Thus, the teaching book using the cartoon concept based on a contextual approach is valid, practical, and effective in training students' reflective abstraction skills.

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Meta Analysis: The Effect of Contextual Teaching and Learning Model in Improving Students' Mathematical Connection Ability

Cited by 2 publications

References 18 publications

A Systematics Literature Review of Computational Thinking in Mathematics Education: Benefits and Challenges

A Systematics Literature Review of Computational Thinking in Mathematics Education: Benefits and Challenges

Prototype of Cartoon Concept Teaching Book Based on Contextual Approach to Train Students' Reflective Abstraction Skills

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