Development of Mathematical Learning Based Contextual Model in South Minahasa Regency

Abstract

The objectives of this research is to develop a mathematical model of learning based on constructivist learning  approach theory, Contextual Teaching and Learning, and Realistic Mathematics Education (RME). Learning model is a plan or a design pattern used for each face-to-face learning in the classroom to establish a learning device. Learning model consists of: (a) syntax, (b) social system, (c) the principles of reaction, (d) support systems, and (e) the impact of accompaniment. The research method used in this research is development research. The development model used is the  elaboration model. The development procedure refers to the opinion of Dick and Carey. They are: (1) expert review, (2) Individual  evaluation, (3) evaluation of the group, and (4) the trial court. Results of data analysis got : (1) self-assessment: (a) validation of content-based mathematical learning model constructivism, Contextual, and Realistic (KCR), the average assessment validator (3 lecturers) was 3.85 (quite valid); ( b) construct validation KCR mathematical learning model, the average assessment validator (3 lecturers) was 3.67 (quite valid), (c) content validation KCR mathematical learning model, the average assessment validator (5 math teachers) is 3, 91 (quite valid), (d) validation KCR construct mathematical learning model, the average assessment validator (5 mathematics teacher) was 3.89 (quite valid), (2) Ratings In Group: (a) the contents of the model validation study of mathematics KCR, the average assessment validator (3 teachers and 5 mathematics teacher) was 4.0 (valid), (b) construct validation KCR mathematical learning model, the average assessment validator (3 teachers and 5 math teacher) is 3.85 (quite valid). Based on the criteria, developed learning model is valid.

Keywords: Development, modeling, mathematics learning, based contextual