The Effect of Integration Contextual Teaching Learning Approach on Problem-Based Learning Viewed from Logical Mathematical Intelligence V A Nurlaily, H Soegiyanto, and B Usodo
Universitas Sebelas Maret
Abstract
This study is aimed at determining 1) the difference of learning achievement using contextual teaching-learning approach on problem-based learning model and problem-based learning model on Mathematics learning; 2) the differences in Mathematics learning achievement among high, medium and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on Mathematics learning achievement. The type of this research was quasi-experiment research using 2x3 factorial design. The research population was the third-grade students of elementary school. The sampling technique in this study used stratified cluster random sampling. The data of Mathematical learning achievement and Mathematical logical intelligence were obtained through the test. The data were analyzed using two-way ANOVA. The results of the research show that 1) the integration of the contextual teaching learning approach on the problem-based learning model provides better learning achievement than the problem based learning model; 2) the students having high logical Mathematical intelligence have better Mathematical learning achievement than those having medium and low Mathematical logical intelligence; meanwhile, the students having medium logical Mathematical intelligence have better learning achievement than those having low Mathematical logical intelligence; 3) there is no interaction between learning model and Mathematical logical intelligence on Mathematics learning achievement.
