Development of Learning Devices Based on Contextual Teaching and Learning Models to Improve Mathematical Communication Ability and Self-Efficacy of Students of SMP Negeri 1 Medan

Abstract

This study aims to: (1) analyze how the validity, practicality and effectiveness of mathematics learning tools developed using contextual-based learning were developed to improve students' mathematical communication skills and self-efficacy; (2) analyzing the improvement of students' mathematical communication skills using contextual-based learning tools that have been developed; and (3) analyzing the increase in students' self-efficacy using contextual-based learning tools that have been developed. This study uses a 4-D development model (define, design, develop, and disseminate) Thiagarajan, Semmel and Semmel (1974) by developing a learning device with a problem-based learning model. The research involved the subject of class VII students of SMP Negeri 1 Medan in the 2021/2022 academic year. While the object in this study is a learning device using the Contextual Teaching and Learning (CTL) model. The results showed that: (1) The learning tools based on the contextual teaching and learning model that were developed were declared valid, practical and effective; (2) in the first trial there was an increase in students' mathematical communication skills with the "moderate" criteria with a score of 0.41 (g 0.3) and in the second trial there was an increase in the score with the "medium" criteria with a score of 0.59 (0 ,3 < N-Gain 0.7). So it can be concluded that the learning tools based on the developed contextual teaching and learning model can improve students' mathematical communication skills; (3) the results of the students' self-efficacy questionnaire analysis in the first and first trials showed that there was an increase in students' self-efficacy abilities. In the first trial it showed that the average student self-efficacy was 81.36 with a standard deviation of 8.08, then in the second trial it showed that the student's average self-efficacy was 101.47 with a standard deviation of 9.28 . So it can be concluded that the learning tools based on the contextual teaching and learning model developed can improve students' self-efficacy abilities.

Kata Kunci: Mathematical Communication, Self Efficacy, Contextual Approach (Contextual Teaching and Learning)

DOI: 10.7176/JEP/13-18-07

Publication date:June 30^th 2022