Application of Connecting Learning Model-Organizing-Reflecting-Extending on The Ordinary Differential Equations Course

DOI

10.2991/icm2e-18.2018.81How to use a DOI?

Keywords

Concept understanding, CORE learning model, conventional learning

Abstract

One of the basic abilities expected by each student in the Ordinary Differential Equations (ODE) course is the understanding of the ODE concept. But the reality shows that students are still weak in understanding the concept. This indication is seen from student learning outcomes that are still relatively low. This situation is expected to occur because lectures that have not involved many students actively rediscover ODE concepts. Possible efforts to improve understanding of this concept by students are by applying the Connecting-Organizing-Extending Reflecting (CORE) learning model. This type of research is quasi-experimental with the design of the Static Group Comparison Design. The population of this study were students of the Mathematics Department FMIPA Universitas Negeri Padang in the January-June 2018 semester. The instrument used was the final test in the form of essays to see the understanding of concepts. Based on the results of the study, it was concluded that understanding the mathematical concepts of students who study with the CORE model is better than students who learn with conventional learning.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yarman
AU  - Ahmad Fauzan
AU  - Lufri
AU  - Armiati
PY  - 2018/12
DA  - 2018/12
TI  - Application of Connecting Learning Model-Organizing-Reflecting-Extending on The Ordinary Differential Equations Course
BT  - Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)
PB  - Atlantis Press
SP  - 352
EP  - 355
SN  - 2352-5398
UR  - https://doi.org/10.2991/icm2e-18.2018.81
DO  - 10.2991/icm2e-18.2018.81
ID  - 2018/12
ER  -