Effect of CORE (Connecting, Organizing, Reflecting, Extending)

Learning Models on Student’s Mathematical Connections Ability

Devya Permata Sari and Kadir

Department of Mathematics Education, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia

Keywords: Learning Model CORE, Student Mathematical Connection Ability

Abstract: This research is based on the ability of high school students' math connection. The purpose of this research is

to analyze the influence of CORE learning model on students' mathematical connection ability. This research

was conducted at senior high school 87 Jakarta school year 2013/2014. The method used in this research is

quasi experimental method with research design Randomized Subjects Post-test Only Control Group Design,

which involves 79 students as sample by using cluster random sampling technique. Data collection after

treatment was done by using the students' mathematical connection ability test. The results revealed that the

mathematical connection ability of students taught by CORE learning model is higher than the students taught

by conventional learning model, with the indicator of mathematical connection ability used are: a) linking

mathematics between one topic with another mathematical topic; b) linking mathematical concepts with other

disciplines; c) associate mathematical concepts with real life. The conclusion of this research is that

mathematics learning on trigonometric subject by using CORE learning model has significant effect on

students' mathematical connection ability compared to using conventional learning model.

1 INTRODUCTION

Mathematics is a science that deals with ideas,

structured structures that are arranged according to

logical rules (Ekana, 2011). Mathematics is taught

from students entering elementary to university,

because mathematics is one of the most important

branches of science. According to Van de Walle, the

mathematical competencies students need to have

include problem solving ability, argumentation

ability, communication ability, connections ability,

and representation ability (Van de Walle, 2010). The

general lesson of mathematics, formulated by the

National Council of Teachers of Mathematics or

NCTM, requires students to study mathematics

through understanding and actively building new

knowledge from prior experience and knowledge

(Ekana, 2011). For the student to experience the

benefits of mathematics, he must attain a deep and

meaningful understanding of mathematics by

connecting several mathematical ideas. Research Tout

indicates that students learn best when they make

connections with ideas and transfer these ideas into

long term memory (Corovic, 2017). The ability of

mathematical connections is the ability of students to

demonstrate internal and external relationships of

mathematics, which include connections between

mathematical topics, connections with other

disciplines, and connections with daily life so that

students can connect between mathematical concepts,

students can be more successful in learning

mathematics because with students can link between

mathematical concepts the ability of any

understanding can increase. According to NCTM, in

grades 9-12, students, (Baki et al., 2009)

 should be able to use their knowledge of data

analysis and mathematical modeling to understand

societal issues and workplace problems in

reasonable depth;

 should be confidently using mathematics to

explain complex applications in the outside world;

 not only learn to expect connections but they learn

to take advantage of them, using insights gained in

one context to solve problems in another.

According to Hirdjan, "mathematics is not taught

separately between topics. Each topic can be involved

or involved with other topics ", so students'

understanding of a topic will help to understand other

topics, but this can happen if students are able to

connect the topics (Puspitasari, 2011).

Mathematics learning activities in schools, which

occur so far is to use conventional learning model.

Sari, D. and Kadir, .

Effect of CORE (Connecting, Organizing, Reﬂecting, Extending) Learning Models on Student’s Mathematical Connections Ability.

DOI: 10.5220/0008524104870490

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 487-490

ISBN: 978-989-758-407-7

487

One-way learning, the teacher as the center of learning

with the delivery of materials using lecture methods.

This condition causes learners resulting from school

education lack the ability of understanding caused by

the lack of achievement of mathematical connection

ability. An educator who teaches mathematics can

stimulate or cultivate students' mathematical

connection skills using an effective learning model

and emphasize the process of linking between old

concepts and new concepts.

Based on data from the 2011 Trends in

Mathematics and Science Study (TIMSS) 2011 study

for grade VIII students, putting Indonesian students in

38th out of 42 countries with an average score for

general mathematics ability is 386. Indonesia scored

11 points from the assessment of 2007. The value is

still far from the minimum standard score of average

mathematics ability set by TIMSS that is 500. In the

TIMSS mathematics class VIII, the first rank achieved

by Korean students (613), followed by Singapore.

This shows that the low mathematics learning

achievement (Lince, 2012).

Ruspiani also revealed that the average value of

high school students' mathematical connection ability

is still low, the average score is less than 600 at a score

of 100, which is about 22.2% for mathematical

connections with other subjects, 44.9% for

mathematical connections with other fields of study,

and 67.3% for math connection with daily life

(Lestari, 2011).

Learning model used by educator or teacher in

improving or growing the ability of connection of

mathematics that is by using cooperative learning

model. According to Slavin, cooperative learning

encourages students to interact actively and positively

in groups (Rusman, 2012). A cooperative learning

model that can improve the ability of mathematical

connections is the CORE learning model (Connecting,

Organizing, Reflecting, Extending). CORE learning

model is a discussion model that includes four

processes, namely: (1) connecting, connect language

means come or bring together, meaning students

connect between old concepts with new concepts, (2)

organizing, organize language means arrange in a

system (3) reflecting, reflect language means think

deeply about something and express, meaning

students think deeply about the concepts they are

learning, (4) extending, extending language means

make longer and larger, meaning that through

discussion can help students expand their knowledge

(Yuniarti, 2013). In mathematics learning connecting

old concepts with new concepts is one of the most

important elements, therefore a good connection is

needed in connecting that knowledge.

This research is done with problem formulation:

(1) how mathematical connection ability between

students who follow mathematical learning by using

CORE conventional learning model, (2) is there any

influence of CORE model on students' mathematical

connection ability.

2 RESEARCH METHODS

This research was conducted at senior high school 87

Jakarta, located in Jalan Awareness Ulujami Raya

Pesanggrahan South Jakarta. The sample in this

research is 39 students of the third eleventh grade

science and 40 students of the second eleventh grade

science. The research method used is quasi

experimental method. The sample groups were

divided into two groups, namely the experimental

group and the control group. The research design used

was two groups of randomized subject posttest only.

The test instrument used in this research is the test

instrument of mathematical connection of students in

the form of a description test of 9 questions. The tests

were administered in post-test to experimental groups

and control groups on trigonometric subjects.

3 RESULTS AND DISCUSSION

Differences in the value of students' mathematical

connection ability between the experimental group

and the control group can be seen in the following

table.

Table 1: Comparison of Test Results of Student

Mathematics Connection.

Statistics

Class

Experiments

Control

Xmax

Xmin



62.00

48.90

177.95

168.66

13.34

12.99

In Table 1 the value of the mathematical

connection ability of the experimental group is better

than the control group. The ability of the connections

studied is to connect the concept of trigonometry with

other mathematical topics, connecting the concept of

trigonometry with other disciplines (physics),

connecting the concept of trigonometry with everyday

life.

ICMIs 2018 - International Conference on Mathematics and Islam

488

Judging from the connection capability indicator,

the connection ability score in the experimental group

and the control group based on each indicator is

presented in the following table.

Table 2: Percentage of Mathematical Connection Ability of

Students of Experiment Group and Control Group Based on

Mathematical Connection Indicators.

Indicators

Scor

Max

Experiment

Control









Connects

the

concept

trigonome

try with

other

mathemat

ical topics

15.6

56.0

13.00

46.43

Connects

the

concept

trigonome

try with

other

discipline

6.26

78.2

3.03

37.81

Connects

the

concept

trigonome

try with

everyday

life

3.64

60.6

4.13

68.75



25.5

51.1

21.91

43.82

Table 2 shows that in the experimental group,

students who can connect trigonometry with other

mathematical topics are 56.04%, connecting

trigonometric concepts with other disciplines

(physics) as much as 78.25%, connecting

trigonometric concepts with daily life of 60.67%.

While in the control group, students who can connect

the concept of trigonometry with other mathematical

topics as much as 46.43%, connecting the concept of

trigonometry with other disciplines (physics) as much

as 37.81%, connecting the concept of trigonometry

with daily life as much as 68.75 %. Overall the

mathematical connection ability of the experimental

group was higher than the control group, with the

difference of 9.61%, 40.44%, 8.08% respectively.

Based on the hypothesis testing done shows that

the student’s ability of mathematical connection by

using conventional learning strategies. To test it the

hypothesis as follows. 



  



 



and 







 



Meanwhile the result of the calculations shows

that t

obs

table

(4.32 > 1.66). Thus, H

reject, in other

words the average of mathematical connections ability

in the experimental group is higher than the control

group. In summary, the result of the t-test can be seen

in the following table.

Table 3: Hypothesis Test Results with T-Test.

Groups



obs

table

Conclusion

Experimental

62.00

13.34

4.32

1.66

Reject H

Control

48.90

12.99

In Table 3 the CORE learning model affects the

student’s mathematical connection ability. This is in

line with the research conducted Santi Yuniarti

(Yuniarti, 2013) which states that contextual-based

learning model CORE can improve student’s

mathematical understanding ability. Ellisia’s research

also states that the learning model CORE can improve

student’s mathematical problem-solving abilities

(Kumalasari, 2011).

The learning model CORE can make students

actively building new ideas based on the knowledge

they have in the past or present. In line with the above

statement Calfee, et al suggests that the learning

model CORE is a learning model that expects students

to be able to build their own knowledge by connecting

and organizing new knowledge with old knowledge

then thinking about the concept being studied and

expected students can expand their knowledge during

the learning process takes place (Kumalasari, 2011).

Here is an answer to the number 5 with indicators

Connects the concept of trigonometry with everyday

life on the experimental and control learner with the

following question: "An object glides on a flat surface

with v = 4 m/s and then the object rises on an incline

with a 30

slope. If there is no friction between the

object and the glide, then the length of the object's path

on the incline is ..."

(A) (B)

Figure 1: Answer post-test from experiment and control

group.

Effect of CORE (Connecting, Organizing, Reﬂecting, Extending) Learning Models on Student’s Mathematical Connections Ability

489

Problem in Figure 1 is used to quantify indicator

to connect trigonometric concepts with other

disciplines (physics). Figure 1 (A) is the student's

answer to the control group. The student's answer is

not correct. Students less able to connect the concept

of trigonometry with other disciplinary science and

less mastering the material of mechanical energy.

Figure 1 (B) is the student's answer to the

experimental group. In the student's answer, students

can see the concept of trigonometry with other

discipline science in mechanical energy material

properly and correctly. Indicator connects

trigonometric concepts with other discipline

disciplines has a total score of 8, the students in the

experimental group have an average of 6.26, while the

average value in the control group is smaller at 3.03.

4 CONCLUSIONS

The achievement of the mean value of mathematical

connection indicator of students whose learning

process using CORE learning model from the highest

is 1) Connecting the concept of trigonometry with

other mathematical topics, 2) Connecting the concept

of trigonometry with other disciplines, 3) Connecting

the concept of trigonometry with life daily. The

achievement of the average value of mathematical

connection indicator of the students whose learning

process using conventional learning model from the

highest is 1) Connecting the concept of trigonometry

with other mathematical topics, 2) Connecting the

concept of trigonometry with daily life, 3) Connecting

the concept of trigonometry with the field other

disciplines. Mathematical connection ability of

students using CORE learning is higher than students'

mathematical connection ability taught using

conventional learning with expository method. This

can be seen from the average ability of students'

mathematical connections taught using CORE

learning for 62.00 while the average mathematical

connection ability of students taught using

conventional learning of 48.90. Thus, the CORE

learning model has more effective effect on

mathematical connection ability compared with

conventional learning model.

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