Effect of ClassPoint-Assisted Situation-Based Learning (SBL) Learning Models on Mathematical Representation Ability
https://doi.org/10.51574/kognitif.v5i4.4314
Keywords:
Situation Based-Learning, ClassPoint , Mathematical Representation CapabilitiesAbstract
Mathematical representation skills are an important aspect in supporting students' success in mathematics learning. This study aims to determine the influence of ClassPoint-assisted Situation-Based Learning (SBL) learning model on students' mathematical representation skills. The results of the pre-research show that students' mathematical representation skills are still relatively low in presenting real-situation problems in visual, symbolic, and verbal forms. This condition shows that there is a gap between the demands of mathematics learning that emphasizes the ability to represent and learning practices that are still conventional. This study uses a quantitative method with a quasi-experimental design in the form of a posttest only control group design. The research sample consisted of two classes selected using cluster random sampling. The research instrument is in the form of a test of mathematical representation ability on equation material and quadratic functions. Data analysis used the Independent Sample T-Test at a significance level of 5%. The results of the study showed that the value of sig. 0.007 < 0.05, which indicates a significant influence of the application of the ClassPoint-assisted SBL learning model on students' mathematical representation skills. These findings provide an empirical contribution that ClassPoint-media-supported situation-based learning is effectively used as an alternative to mathematics learning to develop mathematical representation skills.
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