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. 715. ISSN 23957492

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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 quasiexperiment 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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