Model Pembelajaran Connecting, Organizing, Reflecting, Dan Extending (Core) Untuk Meningkatkan Kreativitas Siswa Di SMK Muhammadiyah 13 Sibolga

Nasution, Iwan Setiawan; Samosir, Benny Sofyan

doi:10.31604/ptk.v1i3.213-221

Cited by 2 publications

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“…According to [13,14] the CORE learning model consists of several steps, including 1) the teacher asks students questions about the material to be studied, which is related to everyday life; 2) the teacher guides the students to organize the ideas they have previously; 3) the teacher facilitates students to reflect on the material and review the results of the discussion during the learning process, and 4) the teacher guides the students to expand the material according to the ability of each student.…”

Section: Introductionmentioning

confidence: 99%

The CORE Learning Model in Improving Mathematical Communication and Learning Outcomes of Junior High School Students

Utomo¹,

Nurwiani²,

Hartiningrum³

2023

Advances in Social Science, Education and Humanities Research

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This study aims to improve the mathematical communication and learning outcomes of junior high school students by implementing the CORE (Connecting, Organizing, Reflecting, and Extending) learning model. Mathematical communication refers to five aspects: representation, listening, reading, discussion and writing. This type of research is a classroom action research conducted at SMP Negeri 1 Jombang in class VIII and carried out in 2 cycles. The results showed that the mathematical communication in the first cycle, the percentage of the representation aspect was 57.81% in the medium category, while the second cycle was 82.81% in the high category. The listening aspect in the first cycle was 56,25% in the medium category, and in the second cycle, it was 78,13% in the high category. The reading aspect in the first cycle is 50% in the medium category, and in the second cycle, it is 87.5% in the high category. The discussion aspect in the first cycle was 48.38% in the low category, and in the second cycle, it was 84.38% in the medium category. The writing aspect in the first cycle was 62.5% in the medium category, and in the second cycle, it was 92.19% in the high category. The average learning outcome in the first cycle is 68.69 and in the second cycle is 86. Therefore, the application of the CORE model is very effective in improving mathematical communication skills and learning outcomes. Teachers are expected to modify and integrate the CORE model with STEM and think critically and creatively.

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Section: Introductionmentioning

confidence: 99%

The CORE Learning Model in Improving Mathematical Communication and Learning Outcomes of Junior High School Students

Utomo¹,

Nurwiani²,

Hartiningrum³

2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

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“…Rarely the students do it by using many methods. This is also reinforced by Nasution and Samosir (2018), and Saironi and Sukestiyarno (2017) said that the creativity of senior high school students is still low due to teacher strategies that are still not appropriate.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Creative Thinking Ability for Students Through REACT Strategies

Qadri

Ikhsan

2019

Int.J.Edu.Voc.Studies

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The ability to think creatively is important to create students who can use mathematical mindset in their daily activities, and in various sciences. The conditions at school this time show us that students still run into problems in resolve math questions which related to mathematical creative thinking ability that finally impact on the result is low for this ability. Therefore, we need strategy for mathematics learning so it can improve mathematical creative thinking ability for students. The strategy that can be applied are through Relating, Experiencing, Applying, Cooperating, dan Transferring (REACT). This research aims to know the improvement creative thinking mathematical ability for students through react strategy. The type of this research is experimental research with a quantitative approach. The populations in this study are students in class X SMAN 1 Banda Aceh. The sample in this study is students in class X MIA-3 as an experimental class that gets learning with REACT’s strategy, and students in class X MIA-1 as a control class that has conventional learning. The instrument of this research is the questions of pretest and post-test. The quantitative analysis using a test independent sample t-test. Based on the results of data analysis it can be concluded that improvement creative thinking mathematical ability for students by teaching with REACT’s strategy is better than improvement of students' creative thinking skills by teaching conventionally.

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Model Pembelajaran Connecting, Organizing, Reflecting, Dan Extending (Core) Untuk Meningkatkan Kreativitas Siswa Di SMK Muhammadiyah 13 Sibolga

Cited by 2 publications

References 0 publications

The CORE Learning Model in Improving Mathematical Communication and Learning Outcomes of Junior High School Students

The CORE Learning Model in Improving Mathematical Communication and Learning Outcomes of Junior High School Students

Mathematical Creative Thinking Ability for Students Through REACT Strategies

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