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All Journal Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Prima Magistra: Jurnal Ilmiah Kependidikan
Vera Dewi Susanti
Universitas PGRI Madiun, Madiun, Indonesia
Mathematics Other

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Pengaruh Model Pembelajaran Contextual Teaching and Learning ditinjau dari Gaya Belajar terhadap Kemampuan Pemahaman Konsep Matematis Rani Susanti; Vera Dewi Susanti
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 7 No 1 (2023): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v7i1.6094

Abstract

The capacity of students to learn mathematics and solve mathematical problems depends on their ability to understand mathematical concepts or ideas. This study aims to (1) determine the effect of Contextual Teaching and Learning (CTL) learning model on the ability to understand mathematical concepts, (2) identify the learning style of students in understanding mathematical concepts, and (3) to determine whether there is a relationship between the model and learning style. This type of research is an experiment with a 2×3 research design. Data collection techniques used questionnaires and tests. Two-way ANOVA is the hypothesis test used in the study. Before hypothesis testing, normalization test and homogeneity test were conducted. The results of this study based on the results of the Two Way ANOVA analysis test obtained a significant value of the Learning Model 0.551>0.05 so that H_OA is accepted, a significant value of Learning Style 0.172>0.05 then H_OB is accepted and the Significant Value between Learning Models and Learning Styles obtained is 0.204>0.05 then H_OAB is accepted. This shows that the contextual learning model affects students' ability to understand mathematical concepts. Second, there are differences in how well learners with visual auditory and kinesthetic learning styles understand math concepts and the CTL learning model interacts with learners' learning styles to influence this understanding.
COMPARING ILBIL, IBL, AND CONVENTIONAL MODELS: SELF-REGULATED LEARNING IN MATHEMATICS ACHIEVEMENT Vera Dewi Susanti; Swasti Maharani; Tri Andari; Rika Wulandari
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6728

Abstract

Teaching models currently play a crucial role in enhancing educational quality and improving student learning outcomes. The purpose of this study was to compare the effectiveness of three learning models—ILBIL (Inquiry Learning Based on Information Literacy), IBL (Inquiry-Based Learning), and conventional learning — on students’ mathematics learning outcomes in the topic of three-dimensional geometry. A quantitative approach was applied using a posttest control group design. The study population consisted of 143 students, and a cluster-random sampling technique was used to select 89 students from three classes. Data were collected through observations, questionnaires, and tests. The data were analyzed using analysis of variance (ANOVA) with a 5% significance level, as performed in SPSS 25.00 for Windows. The results revealed: (1) a significance value of 0.000, which is less than 0.05, indicating that the ILBIL model was more effective than both the IBL and conventional models in terms of students’ learning outcomes; (2) a significance value of 0.196, which is greater than 0.05, suggesting that self-regulated learning did not significantly affect students’ learning outcomes; and (3) a significance value of 0.306, which is greater than 0.05, showing that the interaction between self-regulated learning and the learning model did not significantly influence students’ learning outcomes.
Co-Authors Rani Susanti Rika Wulandari Swasti Maharani Tri Andari