Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability
DOI:
https://doi.org/10.24203/ajas.v9i4.6694Keywords:
connection, extending, review, Matematical reasoningAbstract
This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was o
This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was obtained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).
btained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).
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