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Application of the ARCS motivation model with a contextual approach to enhance mathematical reasoning of students.
1) Sonya Fanny Tauran, 2) H. Darhim, 3) Bana Kartasasmita

1) Departement of Mathematics Education, Universitas Advent Indonesia, Jl. Kol.Masturi No. 288 Parongpong, Bandung Barat. Indonesia. E-Mail: fanny_tauran[at]yahoo.com
2) Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Indonesia.
3) Departement of Mathematics Education, SPs Universitas Pasundan, Jl. Sumatera No. 41 Bandung , Indonesia.


Abstract

The purpose of this study was to determine the mathematical reasoning achievement and enhancement of students. The population was eighth grade students in West Bandung, and the sample was eighth grade students from two schools (public and private school). Even the two schools were taken as two classes as the experimental group and the control group. The two average difference -test is used in data analysis. The results showed that 1) the mathematical reasoning enhancement of students who acquire ARCS motivation model with contextual approach was better than the students who acquire conventional learning; 2) there were different enhancement of students mathematical reasoning based on the classification of type of school and gender.

Keywords: ARCS, Contextual,Mathematical Reasoning, Type of school, gender

Topic: Mathematics Education

Link: https://ifory.id/abstract/yB36KnpduAb7

Conference: International Seminar on Applied Mathematics and Mathematics Education (ISAMME 2019)

Plain Format | Corresponding Author (Sonya Fanny Tauran)

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