Effect of connecting, organizing, reflecting, and extending (core) instruction model by work card toward students’ mathematical problem-solving skill

  • T Larasati 1 Student of Mathematics Education, Faculty of Mathematics and Natural Science, State University of Jakarta
  • L E Hakim Department of Mathematics Education, Faculty of Mathematics and Natural Science, State University of Jakarta
  • S R Rohimah Department of Mathematics Education, Faculty of Mathematics and Natural Science, State University of Jakarta

Abstract

The objective of this study was to observe the effect of Connecting, Organizing, Reflecting, and Extending (CORE) instruction model by work card toward students’ mathematical problem-solving skill. The research method was quasi-experiment using nonequivalent post-test only control group design. All classes in seventh grade become the population in Junior High School 1 Klari. Two-stage sampling technique, namely purposive sampling and cluster random sampling technique, was used to select VII-A as the experimental class who treated with the CORE instruction model by work card and VII-B as the control class who treated with direct instruction model. Students’ mathematical problem-solving skill was measured by the test which created based on problem-solving skill indicators. Based on hypothetical testing using independent sample t-test with a significance value of 0.05, the result has shown that there was a significant difference between the experimental and control class. There was t count = 4.6932 > t table = 1.667, then H0 was rejected. This result was indicated that the average of the students’ problem-solving skill who using CORE instruction model by work card higher than the average of the students’ problem-solving skill who using conventional instruction model. Therefore, it can be concluded that the CORE instruction model by work card affected students’ mathematical problem-solving skill.

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Published
2020-04-18
How to Cite
Larasati, T., Hakim, L., & Rohimah, S. (2020). Effect of connecting, organizing, reflecting, and extending (core) instruction model by work card toward students’ mathematical problem-solving skill. International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 4, 101-104. Retrieved from http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/view/225