Enhancement of Senior High School Student’s Mathematical Abstraction, Connection ability and Persistence with Generative Learning Model Muhammad Rizki Fauzi*, Nanang Priatna, Endang Cahya Mulyaning Asih
Department of Mathematics Education, Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia.
*mrizkif[at]upi.edu
Abstract
This study aims to investigate and analyze the enhancement of student’s mathematical abstraction, connection ability and persistence who taught by generative learning model. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included Generative Learning Model and conventional teaching learning, and levels of prior mathematical ability (high, middle, and low). This study took a sample of 68 grade X (ten) students of a senior high school in Karawang, West Java. The instruments of this study consisted of mathematical abstraction test, mathematical connection test and mathematical persistence questionnaire. Quantitative data analysis were carried out by using t-test, Mann-Whitney U test, and two ways ANOVA with interaction. The results of this study show that: 1) student’s achievement and enhancement of mathematical abstraction and connection abilities who taught by Generative Learning Model were significantly higher than those of students who received conventional learning; 2) there is no interaction between learning models and prior mathematical ability toward the enhancements of mathematical abstraction and connection ability 3) Mathematical persistence of students taught by Generative Learning Model was also significantly higher than of those taught with conventional learning.
