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The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students

Year 2019, Volume: 4 Issue: 2, 231 - 237, 01.04.2019
https://doi.org/10.24331/ijere.518065

Abstract

This study aims to determine the effect of REACT learning strategies on mathematics learning achievement in terms of the learning styles of eighth grade students of public junior high schools in Sragen district. This study was a quasi-experimental study with a 2x3 factorial design. The population of this study was eighth grade students of the public junior high schools in Sragen Regency in the 2015/2016 academic year. The sample was taken by stratified cluster random sampling. The instrument used to collect data is by distributing questionnaire to test the mathematics learning achievement and student learning style. Data analysis techniques use two-way variance analysis with unequal cells. The results show that REACT learning strategies produce mathematics learning achievements that are better than direct learning in material relations and functions. Moreover, mathematics learning achievement of students who have a visual learning style as well as students with auditory learning styles, students with visual learning styles have better learning achievement than students with kinesthetic learning styles, while students with auditory learning styles have the same achievement with those with kinesthetic learning styles. In addition, in the category of visual, auditory, and kinesthetic learning styles, students who were treated with REACT learning strategies had better mathematics learning achievement than students who were treated with direct learning. Lastly, in each REACT learning and direct learning, students with visual learning styles have mathematics learning achievements that are as good as students who have auditory learning styles. Students with visual learning styles have better mathematics learning achievement than students with kinesthetic learning styles, while students with auditory learning styles have mathematics learning achievements that are as good as students who have kinesthetic learning styles.

References

  • Arifin, A. T., Kartono, K., & Sutarto, H. (2014). Keefektifan Strategi Pembelajaran React Pada Kemampuan Siswa Kelas VII Aspek Komunikasi Matematis. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 91-98. Bharadwaj, P., De Giorgi, G., Hansen, D., & Neilson, C. (2012). The gender gap in mathematics: Evidence from low-and middle-income countries (No. w18464). National Bureau of Economic Research. Brown, T., & McNamara, O. (2005). New teacher identity and regulative government the discursive formation of primary mathematics teacher education. New York: Springer Science Business Media, Inc. Crawford, M. L. (2001). Teaching contextually: Research, rationale, and technique for improving student motivation and achievement in mathematics and science. Waco, Texas: CCI Publishing, Inc. Dawe, G., Jucker, R., & Martin, S. (2005). Sustainable development in higher education: current practice and future developments. A report to the Higher Education Academy, York (UK)(http://www. heacademy. ac. uk/assets/York/documents/ourwork/tla/sustainability/sustdevinHEfinalreport. pdf). Draper, N. R., & Smith, H. (2014). Applied regression analysis(Vol. 326). John Wiley & Sons. Fauziah, A. (2010). Peningkatan Kemampuan Pemahaman dan Pemecahan Masalah Matematik Siswa SMP melalui Strategi REACT. Forum Kependidikan Jurnal Universitas Sriwijaya, 30 (1), 1-13. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 524-549. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406. Kasirye, I. (2009). Determinants of learning achievement in Uganda. Economic Policy Research Centre, 12(01), 11-31. Mason, J., & Spence, M. (1999). Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment. In Forms of Mathematical Knowledge (pp. 135-161). Springer, Dordrecht. Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review, 3(2), 37-45. Riswanto, A. (2016). Pengaruh model pembelajaran kooperatif tipe team assisted individualization terhadap motivasi belajar mahasiswa. Mosharafa: Jurnal Pendidikan Matematika, 5(3), 293-304. Rohati. (2011). Pengembangan Bahan Ajar Materi Bangun Ruang dengan Menggunakan Strategi Relating, Experiencing, Applying, Cooperating, Transferring (REACT) di Sekolang Menengah Pertama. Jurnal Edumatica Universitas Jambi, 01( 02), 61-73 Sapto, A. D., Suyitno, H., & Susilo, B. E. (2015). Keefektifan Pembelajaran Strategi REACT dengan Model SSCS terhadap Kemampuan Komunikasi Matematika dan Percaya Diri Siswa Kelas VIII. Unnes Journal of Mathematics Education, 4(3). Saputra, M. D., Joyoatmojo, S., & Wardani, D. K. (2018). The assessment of critical-thinking-skill tests for accounting students of vocational high schools. International Journal of Educational Research Review, 3(4), 85-96. Scheffé, H. (1999). The analysis of variance. New York: Wiley. Schoenfeld, A. (2009). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Colección Digital Eudoxus, (7). Skemp, R. R. (1971). The psycholology of learning mathematics. Baltimore, MD: Richard Clay (The Causer Press) Ltd. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American educational research journal, 33(2), 455-488. Susanto, D. (2016). Eksperimentasi TTW dan TPS dengan Talking Stick Ditinjau dari Kemandirian Belajar Siswa Smp Negeri Se-Kabupaten Ngawi Tahun Ajaran 2016/2017. (Thesis UNS, Surakarta). Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39(1), 84-96. Yuniawatika. (2011). Penerapan Pembelajaran Matematika dengan Strategi REACT untuk Meningkatkan Kemampuan Koneksi dan Representasi Matematika Siswa Sekolah Dasar. E-journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Dasar, 13(01), 105-119.
Year 2019, Volume: 4 Issue: 2, 231 - 237, 01.04.2019
https://doi.org/10.24331/ijere.518065

Abstract

References

  • Arifin, A. T., Kartono, K., & Sutarto, H. (2014). Keefektifan Strategi Pembelajaran React Pada Kemampuan Siswa Kelas VII Aspek Komunikasi Matematis. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 91-98. Bharadwaj, P., De Giorgi, G., Hansen, D., & Neilson, C. (2012). The gender gap in mathematics: Evidence from low-and middle-income countries (No. w18464). National Bureau of Economic Research. Brown, T., & McNamara, O. (2005). New teacher identity and regulative government the discursive formation of primary mathematics teacher education. New York: Springer Science Business Media, Inc. Crawford, M. L. (2001). Teaching contextually: Research, rationale, and technique for improving student motivation and achievement in mathematics and science. Waco, Texas: CCI Publishing, Inc. Dawe, G., Jucker, R., & Martin, S. (2005). Sustainable development in higher education: current practice and future developments. A report to the Higher Education Academy, York (UK)(http://www. heacademy. ac. uk/assets/York/documents/ourwork/tla/sustainability/sustdevinHEfinalreport. pdf). Draper, N. R., & Smith, H. (2014). Applied regression analysis(Vol. 326). John Wiley & Sons. Fauziah, A. (2010). Peningkatan Kemampuan Pemahaman dan Pemecahan Masalah Matematik Siswa SMP melalui Strategi REACT. Forum Kependidikan Jurnal Universitas Sriwijaya, 30 (1), 1-13. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 524-549. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406. Kasirye, I. (2009). Determinants of learning achievement in Uganda. Economic Policy Research Centre, 12(01), 11-31. Mason, J., & Spence, M. (1999). Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment. In Forms of Mathematical Knowledge (pp. 135-161). Springer, Dordrecht. Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review, 3(2), 37-45. Riswanto, A. (2016). Pengaruh model pembelajaran kooperatif tipe team assisted individualization terhadap motivasi belajar mahasiswa. Mosharafa: Jurnal Pendidikan Matematika, 5(3), 293-304. Rohati. (2011). Pengembangan Bahan Ajar Materi Bangun Ruang dengan Menggunakan Strategi Relating, Experiencing, Applying, Cooperating, Transferring (REACT) di Sekolang Menengah Pertama. Jurnal Edumatica Universitas Jambi, 01( 02), 61-73 Sapto, A. D., Suyitno, H., & Susilo, B. E. (2015). Keefektifan Pembelajaran Strategi REACT dengan Model SSCS terhadap Kemampuan Komunikasi Matematika dan Percaya Diri Siswa Kelas VIII. Unnes Journal of Mathematics Education, 4(3). Saputra, M. D., Joyoatmojo, S., & Wardani, D. K. (2018). The assessment of critical-thinking-skill tests for accounting students of vocational high schools. International Journal of Educational Research Review, 3(4), 85-96. Scheffé, H. (1999). The analysis of variance. New York: Wiley. Schoenfeld, A. (2009). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Colección Digital Eudoxus, (7). Skemp, R. R. (1971). The psycholology of learning mathematics. Baltimore, MD: Richard Clay (The Causer Press) Ltd. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American educational research journal, 33(2), 455-488. Susanto, D. (2016). Eksperimentasi TTW dan TPS dengan Talking Stick Ditinjau dari Kemandirian Belajar Siswa Smp Negeri Se-Kabupaten Ngawi Tahun Ajaran 2016/2017. (Thesis UNS, Surakarta). Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39(1), 84-96. Yuniawatika. (2011). Penerapan Pembelajaran Matematika dengan Strategi REACT untuk Meningkatkan Kemampuan Koneksi dan Representasi Matematika Siswa Sekolah Dasar. E-journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Dasar, 13(01), 105-119.
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Details

Primary Language English
Journal Section Articles
Authors

Matin Enggar Putri This is me

Mardiyana . This is me

Dewi Retno Sari Saputro This is me

Publication Date April 1, 2019
Published in Issue Year 2019 Volume: 4 Issue: 2

Cite

APA Putri, M. E., ., M., & Saputro, D. R. S. (2019). The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students. International Journal of Educational Research Review, 4(2), 231-237. https://doi.org/10.24331/ijere.518065
AMA Putri ME, . M, Saputro DRS. The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students. IJERE. April 2019;4(2):231-237. doi:10.24331/ijere.518065
Chicago Putri, Matin Enggar, Mardiyana ., and Dewi Retno Sari Saputro. “The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students”. International Journal of Educational Research Review 4, no. 2 (April 2019): 231-37. https://doi.org/10.24331/ijere.518065.
EndNote Putri ME, . M, Saputro DRS (April 1, 2019) The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students. International Journal of Educational Research Review 4 2 231–237.
IEEE M. E. Putri, M. ., and D. R. S. Saputro, “The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students”, IJERE, vol. 4, no. 2, pp. 231–237, 2019, doi: 10.24331/ijere.518065.
ISNAD Putri, Matin Enggar et al. “The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students”. International Journal of Educational Research Review 4/2 (April 2019), 231-237. https://doi.org/10.24331/ijere.518065.
JAMA Putri ME, . M, Saputro DRS. The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students. IJERE. 2019;4:231–237.
MLA Putri, Matin Enggar et al. “The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students”. International Journal of Educational Research Review, vol. 4, no. 2, 2019, pp. 231-7, doi:10.24331/ijere.518065.
Vancouver Putri ME, . M, Saputro DRS. The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students. IJERE. 2019;4(2):231-7.

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