Contextual Learning Approach and Performance Assessment in Mathematics Learning

Mahendra, I Wayan Eka (2016) Contextual Learning Approach and Performance Assessment in Mathematics Learning. International Research Journal of Management, IT & Social Sciences, 3 (3). pp. 7-15. ISSN 2395-7492

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Abstract

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

Item Type: Article
Uncontrolled Keywords: Conventional assessment, Formative assessment, Learning approach, Mathematics learning outcome, Mathematics
Subjects: Q Science > QA Mathematics
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Pendidikan Matematika
Depositing User: I Wayan Eka Mahendra
Date Deposited: 03 Sep 2019 00:03
Last Modified: 03 Sep 2019 00:03
URI: http://repo.ikippgribali.ac.id/id/eprint/201

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