Comparison of Contextual and Scientific Approaches to Improving Student Achievement and Emotional Intelligence

DOI

10.2991/assehr.k.210305.053How to use a DOI?

Keywords

Contextual approach, Scientific approach, Student achievement, Emotional Intelligence

Abstract

This research was quasi-experimental, with a nonequivalent control-group design. This study aimed to compare the advantages of contextual and scientific approaches in improving the learning achievement and emotional intelligence of grade VIII junior high school students. The population includes all grade VIII students of MTsN (State Islamic Junior High School) 1 Boyolali, Central Java, Indonesia. The sample of this study was 37 students of class VIII G and 36 students of class VIII C at MTsN 1 Boyolali. Learning achievement test instruments and emotional intelligence questionnaires are valid and reliable. Data were analyzed using a significance level of α = 5%. The results of this study indicate that 1) the scientific approach was better than the contextual approach in improving junior high school students’ learning achievement on solid geometry, 2) there was no difference in the superiority of the scientific and contextual approaches in terms of increasing students’ emotional intelligence.

Copyright

© 2021, 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  - Nani Maryani
AU  - Djamilah B. Widjajanti
PY  - 2021
DA  - 2021/03/08
TI  - Comparison of Contextual and Scientific Approaches to Improving Student Achievement and Emotional Intelligence
BT  - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)
PB  - Atlantis Press
SP  - 368
EP  - 374
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210305.053
DO  - 10.2991/assehr.k.210305.053
ID  - Maryani2021
ER  -