Application of the React Learning Model in Developing Students' Conceptual Understanding of Inverse Functions
Keywords:
Conceptual Understanding, REACT Learning Model, MathematicsAbstract
Conceptual understanding is the students’ skill to understand and explain the material concept based on their thinking. The researcher's finding in one of the schools in Tangerang shows the low students' conceptual understanding of grade XI on the topic Inverse Function with an average of 39%. Meanwhile, the concept in Mathematics is related to one another and becomes fundamental to solving the mathematics problem. In Mathematics, the concept is like a spiral since it's connected between the new learning and prior knowledge. Thus, the concept of understanding is really important to bridge the next material. Therefore, the solution to solve that issue is by applying the REACT learning model as contextual learning that emphasizes conceptual understanding with constructivism philosophy in each stage. The purpose of this research is to find out the application of the REACT learning model to develop students’ conceptual understanding in Grade XI in the topic Inverse Function with descriptive qualitative research. REACT learning model is started by linking the lesson with a real-world situation or students' prior knowledge (relating), then continued by finding the concept (experiencing), then applying it in solving the problem (applying), which can be done by discussing with teacher and friends (cooperating), then the students solve the Mathematics problem based on the new context for deeper understanding (transferring). By those steps, REACT learning model has been proven to develop students' concept understanding become 70% with high criteria.
Downloads
References
Abrar, M., Apriliani, V., & Yunus, J. (2020). Kemampuan pemahaman konsep matematika siswa SMP melalui penerapan model pembelajaran auditory intellectually repetition. Statmat : Jurnal Statistika dan Matematika, 2(2), 158–166. https://doi.org/10.32493/sm.v2i2.5648
Anas, A., & Fitriani. (2018). Penerapan model pembelajaran REACT dalam peningkatan pemahaman konsep siswa. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 6(2), 157–166. https://doi.org/10.24256/jpmipa.v6i2.338
Azizah, N. R., & Imamuddin, M. (2022). Level kemampuan pemahaman konsep siswa dalam menyelesaikan soal matematika. KARIWARI SMART : Journal of Education Based on Local Wisdom, 2(2), 76–87. https://doi.org/10.53491/kariwarismart.v2i2.298
Cahyono, B. A. D., Sutarto, & Mahardika, I. K. (2017). Model pembelajaran REACT (relating, experiencing, applying, cooperating, transferring) disertai media video kejadian fisika terhadap keterampilan proses sains dan hasil belajar siswa dalam pembelajaran fisika di SMA. Jurnal Edukasi, 4(3), 20–24. https://doi.org/10.19184/jukasi.v4i3.6155
Durotulaila, A. H., Masykuri, M., & Mulyani, B. (2014). Pengaruh model pembelajaran REACT (relating, experiencing, applying, cooperating, transferring) dengan metode eksperimen dan penyelesaian masalah terhadap prestasi belajar ditinjau dari kemampuan analisis siswa. Jurnal Pendidikan Kimia Universitas Sebelas Maret, 3(4), 66–74. https://jurnal.fkip.uns.ac.id/index.php/kimia/article/view/4481/3107
Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
Fitriah, A., Subanji, S., & Irawati, S. (2021). Analisis pemahaman konsep segiempat siswa melalui pembelajaran problem posing berbasis advance organizer. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(2), 199–205. https://doi.org/10.17977/jptpp.v6i2.14447
Hasanuddin, M. I. (2020). Pengetahuan awal (prior knowledge): Konsep dan implikasi dalam pembelajaran. EDISI : Jurnal Edukasi dan Sains, 2(2), 217–232. https://ejournal.stitpn.ac.id/index.php/edisi
Husna, F. El, Dwina, F., & Murni, D. (2014). Penerapan strategi REACT dalam meningkatkan kemampuan pemahaman konsep matematika siswa kelas X SMAN 1 Batang Anai. Jurnal Pendidikan Matematika, 3(1), 26–30. https://www.e-jurnal.com/2015/03/penerapan-strategi-react-dalam.html
Kadir, & Masi, L. (2014). Penggunaan konteks dan pengetahuan awal matematika dalam pembelajaran keterampilan berpikir kreatif siswa. Jurnal Pendidikan Matematika, 5(1), 52–66. https://ojs.uho.ac.id/index.php/JPM/article/view/2041
Kamin, V. A., Andinny, Y., & Ramdani, I. (2021). Analisis kemampuan pemahaman konsep matematika materi fungsi komposisi dan invers kelas X. Prosiding Diskusi Panel Nasional Pendidikan Matematika, 7(1), 189–200. https://proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/5550
Kusmawati, L., & S, G. G. (2016). Peningkatan kemampuan pemahaman konsep perkalian melalui pendekatan pembelajaran konstruktivisme pembelajaran matematika di kelas 3 SDN Cibaduyut 4. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 1(2), 262–271. https://doi.org/10.36989/didaktik.v1i2.32
Novri, U. S., Zulfah, & Astuti. (2018). Pengaruh strategi REACT (relating, experiencing, applying, cooperating, transfering) terhadap kemampuan pemahaman konsep matematis peserta didik kelas VII SMP Negeri 1 Bangkinang. Jurnal Cendekia : Jurnal Pendidikan Matematika, 2(2), 81–90. https://doi.org/10.31004/cendekia.v2i2.52
Nurhasanah, D. S., & Luritawaty, I. P. (2021). Model pembelajaran REACT terhadap kemampuan pemecahan masalah matematis. Plusminus: Jurnal Pendidikan Matematika, 1(1), 71–82. https://doi.org/10.31980/plusminus.v1i1.1027
Patni, L. D. P., Parwati, N. N., & Suharta, I. G. P. (2018). Peningkatan pemahaman konsep matematika siswa melalui penerapan model pembelajaran AIR disertai penilaian portofolio. Jurnal Pendidikan dan Pembelajaran Matematika Indonesia, 7(1), 22–32. https://doi.org/10.23887/jppm.v7i1.2810
Prastyani, N. W. A., Ariawan, I. P. W., & Suharta, I. G. P. (2019). Peningkatan pemahaman konsep matematika siswa kelas X MIPA 2 SMA Negeri 1 Kediri melalui penerapan model pembelajaran realistik dengan setting kooperatif berbantuan LKS terstruktur. Jurnal Pendidikan dan Pembelajaran Matematika Indonesia, 8(2), 19–29. https://doi.org/10.23887/jppm.v8i2.2849
Priyambodo, S. (2016). Peningkatan kemampuan pemahaman konsep matematis siswa dengan metode pembelajaran personalized system of instruction. Jurnal Pendidikan Matematika STKIP Garut, 5(1), 10–17. https://media.neliti.com/media/publications/226719-peningkatan-kemampuan-pemahaman-konsep-m-32c2a7ba.pdf
Purnamasari, P., Annur, S., & M., A. S. (2016). Pengembangan bahan ajar melalui model pembelajaran REACT pada materi elastisitas. Berkala Ilmiah Pendidikan Fisika, 4(3), 209–221. https://doi.org/10.20527/bipf.v4i3.1006
Radiusman. (2020). Studi literasi: Pemahaman konsep anak pada pembelajaran matematika. FIBONACCI: Jurnal Pendidikan Matematika dan Matematika, 6(1), 1–8. https://doi.org/10.24853/fbc.6.1.1-8
Rahmadhani, E., Wahyuni, S., & Mandasari, L. (2021). Kemampuan pemahaman konsep pada pembelajaran matematika berorientasi REACT dan STEM. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 615–629. https://doi.org/10.24127/ajpm.v10i2.2986
Ripa, R., Seleky, J. S., & Agustin, A. (2021). Penerapan peer tutoring untuk meningkatkan pemahaman konsep jumlah dan selisih sudut. POLYGLOT: Jurnal Ilmiah, 17(2), 346–363. https://doi.org/10.19166/pji.v17i2.2888
Rosmawati, R. R., & Sritresna, T. (2021). Kemampuan pemahaman konsep matematis ditinjau dari self-confidence siswa pada materi aljabar dengan menggunakan pembelajaran daring. Plusminus: Jurnal Pendidikan Matematika, 1(2), 275–290. https://doi.org/10.31980/plusminus.v1i2.1261
Sukma, M. A., Yandari, I. A. V., & Alamsyah, T. P. (2020). Penerapan strategi REACT (relating, experiencing, applying, cooperating, and transferring) terhadap peningkatan kemampuan pemahaman konsep matematis siswa kelas IV SD. GAUSS: Jurnal Pendidikan Matematika, 3(1), 23–35. https://doi.org/10.30656/gauss.v3i1.2125
Yanti, N., Sofiyan, Ramadhani, D., & Putra, A. (2019). Analisis pemahaman konsep matematika siswa pada materi skala kelas V SD Negeri 2 Langsa tahun pelajaran 2019/2019. Journal of Basic Education Studies, 2(2), 90–102. http://jurnal.unipasby.ac.id/index.php/buana_matematika/article/view/2442
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jurnal Padegogik
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The submitting author warrants that
- The submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data, or other material from the work of others, the submitting author has obtained any necessary permission.
- Articles in this journal are published under the Creative Commons Share-Alike Attribution Licence (CC-BY-SA What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
- By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
