Connected Mathematics Project in Vocational School: A Teaching Quality that Improves student's Mathematical Reasoning and Resilience
DOI:
https://doi.org/10.56916/jesi.v1i1.485Keywords:
Connected Mathematics Project, Mathematical Reasoning, Mathematical Resilience, Vocational SchoolAbstract
Mathematical reasoning and resilience are essential skills that students need to master in the process of learning mathematics. Both of these skills can be cultivated through instructional models that stimulate students to construct their own knowledge by connecting learning to the real world. One instructional model characterized by these aspects is the Connected Mathematics Project (CMP). Consequently, the purpose of this study is to analyze the effectiveness of the CMP instructional model in enhancing mathematical reasoning and resilience abilities. This research employs a quantitative approach utilizing a quasi-experimental design, specifically the nonequivalent posttest-only control group design. The study was conducted in one vocational high school in Majalengka. Sample selection was carried out using the cluster random sampling technique, resulting in a total of 18 students in the experimental group and 18 students in the control group. The research instruments comprised a mathematical reasoning ability test consisting of three open-ended test items and a mathematical resilience questionnaire. The findings of this study indicate that: (1) students' mathematical reasoning abilities in the CMP instructional model are higher compared to those in conventional instruction; (2) the average percentage of students' resilience attitudes in the CMP instructional model is higher than those in conventional instruction; and (3) CMP instruction is effective in improving both mathematical reasoning and resilience abilities among vocational high school students.
References
Andriani, D., Widada, W., Herawaty, D., Ardy, H., Nugroho, K. U. Z., Ma’rifah, N., & Anggoro, A. F. D. (2020). Understanding the number concepts through learning Connected Mathematics (CM): A local cultural approach. Universal Journal of Educational Research, 8(3), 1055-1061.
Ball, D., & Bass, H. (2003). Making mathematics reasonable in school. In W. Kilpatrick (Ed.), A research companion to principles and standards for school mathematics (pp. 27–44). Reston, VA: National Council of Teachers of Mathematics.
Barnes, A. (2019). Perseverance in mathematical reasoning: The role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education, 21(3), 271-294. https://doi.org/10.1080/14794802.2019.1590229
Berg, D. H. (2008). Working memory and arithmetic calculation in children: The contributory roles of processing speed, short-term memory, and reading. Journal of Experimental Child Psychology, 99(4), 288–308. doi:10. 1016/j.jecp.2007.12.002
Breyfogle, M. L., & Lynch, C. M. (2010). van Hiele revisited. Mathematics teaching in the Middle school, 16(4), 232-238.
Cain, J. S. (2002). An evaluation of the connected mathematics project. The Journal of Educational Research, 95(4), 224-233.
Cohen, J (1992). A power primer. Psychological Bulletin. 112 (1): 155–159. doi:10.1037/0033-2909.112.1.155.
Damaryanti, D. D., Mariani, S., & Mulyono, M. (2017). The Analysis of Geometrical Reasoning Ability Viewed from Self-Efficacy on Connected Mathematic Project (CMP) Learning Etnomathematics-Based. Unnes Journal of Mathematics Education, 6(3), 325-332.
FitzSimons, G.E. (2014).Commentary on vocational mathematics education: where mathematics education confronts the realities of people’s work. Educ Stud Math. 86 (2).
Floyd, R. G., Evans, J. J., & Mcgrew, K. S. (2003). Relations between measures of cattell-horn-carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40(2), 155– 171. doi:10.1002/pits.10083
Friso-van den Bos, I., van der Ven, S. H., Kroesbergen, E. H., & van Luit, J. E. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29–44.
Ginsburg, H. P., & Amit, M. (2008). What is teaching mathematics to young children? A theoretical perspective and case study. Journal of Applied Developmental Psychology, 29(4), 274-285.
Goldin, G. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209–219.
Goodall, J., & Johnston-Wilder, S. (2015). Overcoming mathematical helplessness and developing mathematical resilience in parents: An illustrative case study. Creative Education, 6(5).
Greer, B. (2008). Algebra for all? Montana Mathematics Enthusiast, 5(2), 423–428
Harahap, T. H. (2020). Pengaruh Model Pembelajaran Connected Mathematics Project (CMP) Terhadap Kemampuan Representasi Matematis. Jurnal MathEducation Nusantara, 3(1), 31-39.
Johnston-Wilder, S & Lee, C. (2010). Developing mathematical resilience. Berea Conference Paper, University of Warwick, UK. Retrieved from http://oro.open.ac.uk/24261/2/3C23606C.pdf
Ketterlin-Geller, L., & Chard, D. J. (2011). Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Difficulties, 16(1), 65–78. http://doi.org/10.1080/19404158.2011.563478
Kooken, J., Welsh, M. E., Mccoach, D. B., Johnson-Wilder, S., & Lee, C. (2013). Measuring mathematical resilience: an application of the construct of resilience to the study of mathematics.
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281–310. doi:10.3102/00028312040001281
Lacroix, L. (2014). Learning to see pipes mathematically : preapprentices’ mathematical activity in pipe trades training. https://doi.org/10.1007/10649-014-9534-6
Lee, C., & Ward-Penny, R. (2022). Agency and fidelity in primary teachers’ efforts to develop mathematical resilience. Teacher Development, 26(1), 75-93. https://doi.org/10.1080/13664530.2021.2006768
Lestari, K. E., & Yudhanegara, M.R. (2018). Penelitian Pendidikan Matematika, Edisi Ketiga. Bandung: Refika Aditama.
Lidwina, F. L., & Citroresmi, N. (2021). Penerapan Model Pembelajaran Connected Mathematics Project (CMP) dengan Pendekatan Kontekstual terhadap Kemampuan Penalaran Matematis Siswa SMP. De Fermat: Jurnal Pendidikan Matematika, 4(2), 1-11.
Luthar, S. (2007). Resilience in development: A synthesis of research across five decades. Developmental Psychopathology, 739-783.
Luthar, S., Cicchetti, D., & Becker, B. (2000). The Construct of Resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
Mason, J., Burton, L., & Stacey, K. (2010). Thinking mathematically (2nd ed.). Harlow: Pearson
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A metaanalysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108, 455–473.
Purnamasari, W. (2013). Penerapan Model Connected Mathematics Project (Cmp) Dalam Upaya Meningkatkan Kemampuan Penalaran Adaptif Siswa SMP: Suatu Penelitian Kuasi Eksperimen terhadap Siswa Kelas VIII SMP Negeri 45 Bandung. S1 thesis, Universitas Pendidikan Indonesia.
Rivera, H, & Waxman, H. (2011). Resilience and nonresilient Hispanic English language learners’ attitudes towards their classroom learning environment in mathematics. Journal for Education for Students Place at Risk, 16, 185-200.
Rohendi, D., & Dulpaja, J. (2013). Connected Mathematics Project (CMP) model based on presentation media to the mathematical connection ability of junior high school student. Journal of education and practice, 4(4).
Sari, M., & Darminto, B. P. (2016). Maningkatkan Kemampuan Penalaran Matematis Melalui Model Pembelajaran Connected Mathematics Project (CMP) Berbantu Media Gambar. Journal Ekuivalen, 322-327.
Sawilowsky, S. (2003). Deconstructing Arguments from the Case Against Hypothesis Testing. Journal of Modern Applied Statistical Methods. 2 (2): 467–474.
Sciarra, D. T. (2010). Predictive factors in intensive math course-taking in high school. Professional School Counseling, 13(3), 196–207.
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488. doi:10.3102/0002831203300 2455
Sugiyono.(2013). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Suryabrata, S. (2013). Metodologi Penelitian. Jakarta : PT. Raja Grafindo Persada.
Swanson, H. L., Lussier, C., & Orosco, M. J. (2015). Cognitive strategies, working memory, and growth in word problem solving in children with math difficulties. Journal of Learning Disabilities, 48, 339–358. doi:10. 1177/0022219413498771
Wafirah, M., Asih T. (2019) Mathematical reasong and math anxiety on connected mathematics project based on quantum learning. Unnes Journal of Mathematics Education Research , 8 (1), 104-110.
Wahyuningsih, P. (2017). Kemampuan Literasi Matematika Berdasarkan Metakognisi Siswa pada Pembelajaran CMP Berbantuan Onenote Class Notebook. Unnes Journal of Mathematics Education Research, 6(1), 18-29.
Winheller, S., Hattie, J. A., & Brown, G. T. (2013). Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships. Learning Environments Research, 16, 49-69. https://link.springer.com/article/10.1007/s10984-012-9106-6
Yeager, D. & Dweck, C. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47, 302-314
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Silfi Audina, Dede Salim Nahdi, Mohamad Gilar Jatisunda, Ujiati Cahyaningsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
