An Effect of Connecting, Organizing, Reflecting, and Extending (CORE) Instruction Model by Work Card toward Students- Mathematical Problem-Solving Skill in Junior High School 1 Klari
Tiara Larasati (a), Dr. Lukman El Hakim, M.Pd. (a), Siti Rohmah Rohimah, S. Pd., M. Si. (a)
(a) Faculty of Mathematics and Natural Science,
State University of Jakarta
Rawamangun Muka, East Jakarta 13220, Indonesia
tiaralarasati24[at]gmail.com
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 in Junior High School 1 Klari. The research method was quasi-experiment using non-equivalent post-test control design. All classes in seventh grade become the population. 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 to students- mathematical problem-solving skill in Junior High School 1 Klari.
Keywords: CORE Instruction Model; Work Card; Mathematical Problem-Solving Skill
Topic: Mathematics Education