An experiment on connecting, organizing, reflecting, and extending (core) learning model and learning styles: the interaction and effects on mathematical communication skills

Year 2020, Volume: 1 Issue: 1, 37 - 42, 15.06.2020

Fredi Ganda Putra , Santi Widyawati Komarudin Komarudin , Suci Aryani

Abstract

The mathematical communication skills of students in SMP Negeri 1 Sumber Jaya were still relatively low. It might be caused by the unvaried learning models applied by the teachers and the teachers’ low awareness of the students’ learning styles. The purpose of this study was to determine: (1) the effect of the CORE learning model on students' mathematical communication skills; (2) the influence of learning styles on students' mathematical communication skills; and (3) the interaction between CORE learning model and learning styles on students' mathematical communication skills. This research employed a quasi-experimental approach by using a 2-way ANOVA of unequal cells as the hypothesis testing method. The instrument used was a test of communication skills and a student learning style questionnaire. The results of this study are: (1) there is an influence of the CORE learning model on students' mathematical communication skills; (2) there is an influence of students' learning style tendencies on their mathematical communication; (3) there is no interaction between the application of the CORE model and the learning style of students' mathematical communication skills.

Keywords

CORE Learning (Connecting, Organizing, Reflecting, Extending), Learning Style, Mathematical communication

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