Improving Students' Conceptual Understanding and Mathematical Connections Using the CORE (Connecting, Organizing, Reflecting, Extending) Learning Model
Abstract
This research aims to examine and describe: (1) the effect of CORE learning model on students' conceptual understanding and mathematical connection skills; (2) the superiority of CORE learning model in terms of students' conceptual understanding skills; and (3) the superiority of CORE learning model in terms of students' mathematical connection skills. The type of research used that conducted at SMA Negeri 1 Langke Rembong is a quasi-experimental study. The population of this study consisted of all grade XI students and the samples included classes X-B and X-D, each comprising 30 students. Data collection methods included mathematical concept understanding and mathematical connection abilities test consisting of five essay questions. The research instruments were validated by experts and proven reliable. A comparison test of two mean vectors using test statistic and a significance level of was used to determine the effect of the learning model. The superiority test between the CORE learning model and the Direct Instruction (DI) model used an independent sample t-test statistic. The results of this test also showed the superior learning model for each ability. The results showed that at a significance level of : (1) the CORE learning model had a simultaneous effect on conceptual understanding and mathematical connection; (2) the CORE model was superior to the DI learning model in terms of students' conceptual understanding; and (3) the CORE model was superior to the DI learning model in terms of students' mathematical connection.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i10.7104
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