The Effectiveness of Contextual Teaching and Learning Approach Based on Multiple Intelligences in Terms of Students' Mathematical Literacy Skills and Self-Efficacy
Abstract
The purpose of this study was to describe (1) the effectiveness of mathematics learning with contextual teaching and learning approach based on multiple intelligences in terms of students' mathematical literacy and self efficacy, (2) the effectiveness of mathematics learning with scientific approach in terms of students' mathematical literacy and self efficacy, (3) the effectiveness of mathematics learning with contextual teaching and learning approach based on multiple intelligences compared to mathematics learning with scientific approach in terms of students' mathematical literacy and self efficacy. This research is a quasi-experiment using pretest-posttest control group design. In this design, two groups were randomly selected. The group that is given treatment (learning with contextual teaching and learning approach based on multiple intelligences) is called the experimental group and the group that is not given treatment (learning with a scientific approach) is called the control group. The research was conducted in one of the public junior high schools in Depok District with a sample of 2 classes randomly selected. The instruments used were a test of mathematical literacy skills with a type of description question of 4 items and a self efficacy questionnaire consisting of 18 statements. The results of the analysis concluded that (1) mathematics learning with contextual teaching and learning approach based on multiple intelligences is effective in terms of students' mathematical literacy ability and self efficacy, (2) mathematics learning with scientific approach is effective in terms of self efficacy but not effective in terms of mathematical literacy ability, (3) mathematics learning with contextual teaching and learning approach based on multiple intelligences is more effective than mathematics learning with scientific approach in terms of mathematical literacy ability but equally effective in terms of students' self efficacy ability.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i5.6900
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