Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

%& 2'13

www.iiste.org

Connected Mathematics Project (CMP) Model Based on Presentation Media to the Mathematical Connection Ability of Junior High School Student
(edi )o*endi1+ Jo,on (ulpa,a2 1. 2. -ec*anical Enginerring Education (epart.ent& /acult0 of 1ec*nolog0 and $ocational Education& Indonesia 2ni3ersit0 of Education& Jl. (r. Setia4ud*i No. 2'7 5andung& Indonesia -at*e.atics Education Stud0 Progra.& Sc*ool of 1eac*er 1raining and Education 67SI87& Jalan 8aso9andel 1i.ur No :%& -a,aleng9a %5%53& Indonesia + E-.ail of t*e corresponding aut*or; dedir<upi.edu Abstract =onnection .at*e.atics a4ilit0 will 4e greatl0 needed 40 students& especiall0 to sol3e t*e pro4le.s t*at need t*e relation 4etween .at*e.atical concepts wit* ot*er concepts in .at*e.atics and ot*er disciplines or in e3er0da0 life. 1o get t*at .at*e.atics a4ilit0 in t*is researc* used Connected Mathematics Project (=-P .odel 4ased on Presentation -edia. =-P .odel 4ased on presentation .edia was a student-centered learning .odel t*at in3ol3ed student .ore> student not onl0 did t*e pro4le. 4ut also soug*t t*e solution acti3el0 t*at ena4led student to e?plore t*e relation of .at*e.atical concept in real life. 1*is researc* was a @uasi e?peri.ent researc* wit* t*e student of 7t* grade of Junior Aig* Sc*ool of 2,ung,a0a 2 of Su.edang district& Indonesia as t*e researc* sa.ple. 7fter t*e learning in t*e e?peri.ent class was conducted& t*e data description 40 using instru.ent of pre-test and post-test were collected to find out t*e studentBs a4ilit0 of .at*e.atical connection& as well as o4ser3ation s*eet to find out t*e acti3it0 and condition of student during .at*e.atical learning. 1*e result of t*e researc* s*owed t*at t*e studentBs .at*e.atical connection a4ilit0 40 using Connected Mathematics Project (=-P .odel 4ased on presentation .edia was 4etter t*an t*e con3entional one. 5esides& studentBs acti3it0 in t*e learning process 40 using Connected Mathematics Project (=-P 4ased on presentation .edia was reall0 positi3e and t*e0 4eca.e 3er0 acti3e. Key ords! connected .at*e.atics pro,ect .odel& presentation .edia& .at*e.atical connection a4ilit0. "# $ntroduction -at*e.atics is a uni3ersal science and a 4asis for ot*er science or as a tool in pro4le. sol3ing on a dail0 4asis. 8line (1C73 stated t*at; D-at*e.atics is not an autono.ous 9nowledge t*at can 4e perfect 40 itself& 4ut was .ainl0 to *elp people in understanding and .astering t*e pro4le.s of social& econo.ic& and nature.D In t*e su4,ect of .at*e.atics& a lot of teac*ers onl0 teac* t*e concept& wit*out relating it to ot*er concepts or e3er0da0 life. 6et& 40 pro3iding 9nowledge a4out t*e relation 4etween .at*e.atical concepts wit* ot*er concepts or in e3er0da0 life will 4e greatl0 needed 40 students& especiall0 to sol3e pro4le.s encountered in e3er0da0 life. #ne of t*e goals to 4e ac*ie3ed in t*e process of learning .at*e.atics is t*e studentBs .at*e.atical connections a4ilit0. 1*e .at*e.atical connections a4ilit0 is one of t*e 3er0 useful learning o4,ecti3es for students since .at*e.atics topic is interrelated to eac* ot*er as well as to ot*er disciplines. In addition& .at*e.atics *as a relation wit* t*e real world or e3er0da0 life. 1*erefore& in order t*e students 4e .ore successful in learning .at*e.atics& teac*ers s*ould gi3e .ore t*e opportunit0 to t*e students to see t*e relation. 1*e learning approac* t*at is a4le to 4ring up t*e .at*e.atical connections a4ilit0 is connected .at*e.atics. =onnected .at*e.atics e.p*asiEes on t*e a4ilit0 to use .at*e.atical tools& resources& procedures& 9nowledge and wa0s of t*in9ing to .a9e co.pre*ension in t*e new situation (Aerawat0& 2''2 . =onnected .at*e.atics can 4e useful if it is co.4ined wit* t*e pro,ect. Pro,ects in .at*e.atics are tas9s gi3en to t*e students to co.e up wit* so.et*ing 40 t*e.sel3es on a topic related to .at*e.atics. 1*e use of pro,ect in .at*e.atics learning process is *ig*l0 rele3ant to e@uip t*e students wit* t*e a4ilit0 to face pro4le.s in dail0 life. 5ased on t*e preli.inar0 researc* in Junior Aig* Sc*ool of 2,ung,a0a 2 Su.edang& t*e learning process t*at occurs was still t*e teac*er-centered one. -an0 teac*ers were not a4le to create t*e conditions and at.osp*ere w*ic* allows t*e students to de3elop t*e t*eir .at*e.atical connection a4ilities. 5esides t*e con3entional

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.%& 2'13

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learning w*ic* was still used 40 t*e teac*er& t*e lac9 interest of t*e students in learning .at*e.atics also affect t*e studentBs .at*e.atical connections a4ilit0 at t*is ti.e. %# Connected Mathematics Project (CMP) Model Based on Presentation Media =-P .odel is a learning .odel w*ic* e.p*asiEes on t*e gi3en .at*e.atics pro,ects related to connected .at*e.atics. 50 pro3iding t*e gi3en pro,ect& t*e learning is e?pected to 4e focused on i.portant .aterials. In addition& students are e?pected to *a3e responsi4ilit0 in co.pleting a pro,ect gi3en according to t*e roles in t*e group. =-P sti.ulates t*e understanding of circu.stantial pro4le.s wit* t*e use of a particular for. of representation& suc* as grap*ic& nu.eric& s0.4olic& and 3er4al for.s& t*en discusses and e3aluates t*e pro4le. resolution. Aerawat0 (2''2 stated t*at =-P not onl0 could *elp students grow in accordance wit* t*eir a4ilit0 to effecti3el0 t*in9& 40 presenting infor.ation in grap*ic& nu.eric& s0.4olic& and 3er4al for. 4ut also c*ange t*ese representations fle?i4il0. =-P re@uires teac*ers to t*in9 in different wa0s of teac*ing tec*ni@ue w*ic* centers on issues re@uired in t*e aspects of learning. =-P .odel 4ased on presentation .edia .eans t*e teac*ing learning process 40 using =-P .odel 4ased on presentation .edia. Presentation .edia 4ased on co.puter can 4e used as a facilit0 to perfor. si.ulations& training s9ills and co.petences. Presentation .edia in learning *as a function as a tool to clarif0 t*e teac*ers .essage. 1*e researc* result s*owed t*at t*e ad3antages of using co.puters as a teac*ing .edia are as follows; in presenting grap*ics and i.ages as a 3isual for. t*at can 4e o4ser3ed and studied 40 students in t*e conceptualiEation and .at*e.atical .odeling 4esides t*at& co.puter potentiall0 can 4e used to i.pro3e t*e @ualit0 of learning& especiall0 in t*e .at*e.atical .odeling ()0an& 1CC1> Soegeng& 1CC!& Fra*a. and )owlands& 2''' . /u.i0u9i (2''' indicated t*at t*e co.puter could 4e used in .at*e.atics teac*ing for se3eral reasons. /irst& t*e co.puter could 4e used as a presentation tool t*at *ad t*e speed and accurac0 in infor.ation processing. Second& t*e co.puter could 4e used as a learning tool w*ic* interacted wit* students. /inall0& t*e co.puter could 4e used as a tutor t*at ser3ed t*e needs of eac* indi3idual in t*e stud0. 7 wa0 to appl0 t*e =onnected -at*e.atis Pro,ect (=-P .odel is c*ildren are in3ol3ed in tas9s t*at re@uire co.puting& .easuring& esti.ating& 4uilding& pro4le. sol3ing and reasoning. =*ildren loo9 for t*e acti3ities t*at re@uire t*e use of .at*e.atical s9ills suc* as .odel scale 4uilding& coo9ing& tra3el planning and pla0ing a ga.e of logic. =*ildren are told to e?plain w*at t*e0 discuss and learn wit* t*eir group. Stages of learning in t*e =onnected -at*e.atics Pro,ect (=-P are; launc*ing pro4le.& e?ploring and su..ariEing as to sti.ulate t*e students in understanding t*e circu.stantial pro4le. 40 using a particular for. of representation& discuss and e3aluate t*e pro4le. sol3ing. 1*us& t*e acti3ities of learning .at*e.atics 40 using t*e =-P .odel are e?pected to sti.ulate studentsB a4ilit0 especiall0 t*eir .at*e.atical connection a4ilit0. =-P .odel stud0 ai.s to *elp students and teac*ers de3elop t*eir .at*e.atical 9nowledge& understanding and s9ills as well as awareness and appreciation toward lin9ages 4etween t*ose parts of .at*e.atics and 4etween .at*e.atics and ot*er su4,ects as well as wit* t*e real world. 1*roug* t*is .odel& t*e studentsG .at*e.atical connections a4ilit0 is e?pected to 4e i.pro3ed. Steps of learning wit* t*e =-P .odel are presented in 1a4le 1. &# Mathematics Connection Ability 7ccording to t*e National Council of Teacher of Mathematics (N=1- Standard (1C!C & a .eaningful learning is a 4asis to create Mathematical Connection. -at*e.atical connection is t*e .ost i.portant part w*ic* needed to 4e e.p*asiEed in e3er0 le3el of education. 7ccording to 8usu.a (2''! & t*e .at*e.atical connection a4ilit0 is oneBs a4ilit0 in presenting internal and e?ternal relations*ip of .at*e.atics& w*ic* includes t*e connection 4etween .at*e.atical topics& t*e connection wit* ot*er disciplines& and t*e connection in e3er0da0 life. 1*us& in a 4road .eaning .at*e.atical connection is t*e lin9ages 4etween .at*e.atical topics& 4etween .at*e.atics and ot*er disciplines& and 4etween .at*e.atics and t*e real life or e3er0da0 life. 1*e .at*e.atical connection .eans capacit0 a4o3e gi3en infor.ation& wit* a critical attitude to e3aluate so.et*ing and *as a .etacogniti3e awareness and pro4le.-sol3ing a4ilit0. -arEano& et all.& (1C!! stated t*at .etacognition is t*e process 40 w*ic* indi3iduals utiliEe t*eir cognition in understanding *i.H*erself& t*in9ing processes& and control of t*in9ing processes. Sur0adi (2''3 stated too t*at .etacogniti3e is i.portant since so.eoneBs 9nowledge a4out t*e cogniti3e processes can guide *i.H*erself in c*oosing a strateg0 to i.pro3e furt*er cogniti3e perfor.ance. -at*e.atical connections or connections in .at*e.atics stud0 t*e studentsG understanding of connecting t*e .at*e.atical ideas t*at will facilitate t*e a4ilit0 to for.ulate and 3erif0 con,ectures deducti3el0 4etween topics. 1!

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.%& 2'13

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1*e .at*e.atical concept and procedure de3eloped w*ic* are newl0 can 4e applied to sol3e t*e ot*er pro4le.s in .at*e.atics and ot*er disciplines. Su.ar.o (2''2 descri4e so.e of t*e indicators in .at*e.atical connections; a. 4. c. d. e. f. /inding t*e relations*ip of t*e 3arious representations of concepts and procedures& 2nderstanding t*e relations*ip 4etween .at*e.atical topics& 2sing .at*e.atics in ot*er areas of stud0 or dail0 life& 2nderstanding t*e representation of e@ui3alent concept or si.ilar procedure& /inding t*e connection 4etween one procedure to anot*er in an e@ui3alent representation. 2sing connections a.ong .at*e.atical topics and 4etween .at*e.atics wit* anot*er su4,ect.

5ut in realit0& t*e stud0 of .at*e.atics is generall0 3iewed as a nu.4er of topics so t*at eac* topic tends to 4e taug*t separatel0. 1*is of course .a9es students re.e.4er nu.erous concepts and do not recogniEe t*e general principles t*at are rele3ant to 3arious fields. 1*erefore& t*e learning s*ould *elp t*e students to 4e a4le to see *ow t*e ideas of .at*e.atics interrelated. I*en t*e idea of .at*e.atics were associated wit* t*e dail0 e?perience& students will definitel0 appreciate t*e usefulness of .at*e.atics. &# Methodology 1*is researc* was a @uasi e?peri.ent .et*od. 1*e purpose of t*is researc* was to find out t*e studentsB a4ilit0 of .at*e.atical connection 40 using t*e learning .odel of =onnected -at*e.atics Pro,ect (=-P 4ased on presentation .edia. In t*is researc*& t*ere were two classes i.e. learning class wit* =onnected -at*e.atics Pro,ect (=-P 4ased on presentation .edia and class wit* t*e con3entional learning. 5efore researc* was conducted& 4ot* classes were gi3en t*e pre test and after t*e treat.ent post test was gi3en& so t*at t*e researc* design used was as Juestion (1 follows; E?peri.ent class ; #1 " #2 =ontrol class ; #1 #2 Notes; #1 K pre test #2 K post test " K treat.ent wit* =-P .odel 4ased on presentation 1*e sa.ple of t*is researc* was t*e students of 7t* grade wit* 27 students eac*. I*ile t*e researc* instru.ent used were written test& o4ser3ation s*eet& and t*e .at*e.atics pro,ect. 1*e for.ula w*ic* was used to pro3e t*e *0pot*esis was t-test Juestion (2 . (1

(2 A0pot*esis criteria; t*e *0pot*esis (A1 was accepted if; ttes L tta4le& ot*erwise *0pot*esis was re,ected. 1*e proposed *0pot*esis was; A1 ; 1*e studentsB .at*e.atical connection a4ilit0 40 using =-P .odel 4ased on presentation .edia .ore 4etter t*an t*e con3entional learning

'# (esult and )iscussion 7fter t*e researc* was conducted& t*e data of pre-test and post-test gained were presented 40 1a4le 2. 5ased on t*e results in ta4le 2& a description was o4tained t*at t*e studentsB a4ilit0 of .at*e.atical connection 40 using =-P s*owed a 4etter result seen fro. t*e a3erage ac@uired. Ne?t& to test t*e proposed *0pot*esis& a difference test of two .eans toward t*e result of post-test perfor.ed. 5ased on t*e statistics results& t*e 3alue of ttest K 1!.5' was retrie3ed and tta4le K 2.'1. 1*us& 4ased on t*e criteria& t*e *0pot*esis was accepted so t*at it can 4e concluded t*at t*e studentsB a4ilit0 of .at*e.atical connections 40 using t*e =-P .odel of learning 4ased on presentation .edia i.pro3ed .ore t*an t*ose wit* t*e con3entional learning.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.%& 2'13

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6et& 4ased on t*e results of o4ser3ation during t*e learning& a result was o4tained t*at t*e teac*er *ad 4een conducted well eac* stage of t*e =-P .odel 4ased on presentation .edia. In general& 40 using t*e =-P .odel of learning& t*e students were .ore ent*usiastic and ga3e positi3e response to learning .at*e.atics. It could 4e seen fro. t*e anal0sis results of t*e o4ser3ations conducted 40 t*e .at*e.atics teac*er at t*e sc*ool. It was t*e sa.e wit* t*e studentsB ent*usias.s on t*e =-P .odel 4ased on presentation .edia w*ic* were positi3e. 1*is was 4ecause of t*e students were gi3en a pro4le.& t*en t*e students searc*ed for and in3estigated t*e pro4le.s itself& so t*at students could pour t*e ideas of .at*e.atics 40 t*e.sel3es. Iit* t*e e?istence of a .at*e.atical pro,ect gi3en 40 t*e teac*er& t*e students were 3er0 ent*usiastic 4ecause t*e0 could wor9 on t*e issues t*at related to t*e real world as well as *ow t*eir .at*e.atical s9ills can 4e applied in t*e real world. In addition& .at*e.atical pro,ect could open t*e door to 4ring in ot*er su4,ects and disciplinesHfields to t*e class of .at*e.atics so t*at students could @uic9l0 recogniEe t*at .at*e.atics dealt wit* .an0 t*ings in life. Ent*usias.s of students toward t*e a4ilit0 of .at*e.atical connections were positi3e& since students were gi3en pro4le.s in order to 4e a4le to associate t*e connection 4etween .at*e.atics and .at*e.atics itself& .at*e.atics wit* ot*er su4,ects and .at*e.atics wit* t*e pro4le. of t*e real world. 1*us& t*e students were c*allenged to i.ple.ent t*e =-P .odel 4ased on presentation .edia to t*eir .at*e.atical connection capa4ilities. /igure 1 s*owed t*e learning acti3ities wit* t*e =-P 4ased on presentation .edia. I*en t*e learning too9 place& t*ere were o4ser3ers w*o o4ser3ed t*e learning acti3it0 40 =-P .odel 4ased on presentation .edia. 5ased on t*e o4ser3ation& a description of t*e learning process was o4tained as follow; Mearning i.ple.entation was done in se3eral .eetings. Eac* .eeting lasted for C' .inutes. 1*e .aterial discussed in t*is reseac* was t*e co.parison. 7t t*e .eeting students discussed t*e definition of t*e co.parison and t*e scale as a co.parison. 7t t*e ti.e of apperception& t*e teac*er set t*e classroo. for learning and pro3ided an o3er3iew of t*e .aterial to 4e studied. /urt*er.ore& teac*ers di3ided students into groups& to carr0 out .at*e.atical group discussions and pro,ects t*at *a3e 4een pro3ided. 7t first t*e students see.ed to *a3e difficulties in finding t*e pro4le.& sol3ing .at*e.atical pro4le.s and pro,ects. It was 4ecause t*e0 were not accusto.ed using t*is 9ind of learning. 1*e students were still reluctant to see9 t*eir own .at*e.atical ideas& 4ut on t*e second and t*ird .eetings t*e students started to 4e .ore fa.iliar to learn t*at .odel . 7t t*e ti.e of presenting t*e .aterial& t*ere were so.e opportunities for eac* group to as9 so.e @uestions a4out t*e gi3en .at*e.atical pro,ect. 1eac*ers did not directl0 answer t*e @uestions of t*e students& 4ut t*e teac*ers ,ust repeated t*e .aterial and pro3ided guidance& so t*e students could find t*eir own answers. 1eac*ers also .oti3ated students to continue e?ploring t*e .at*e.atical s9ills and engaged students in t*e learning acti3ities to let t*e. 9now a4out t*e rele3ance of .at*e.atics t*at is uni3ersal. #nce group discussions co.pleted & t*e teac*er as9ed one representati3e of eac* group to present t*e results of t*eir discussions and write t*e. on t*e 4oard. 7fter t*e group presented and deli3ered t*e result on t*e 4oard& t*en t*e teac*er straig*t in3ited t*e students to see w*et*er t*e e?planation was rig*t or wrong. 1*en t*e teac*er would also e?plained furt*er to confir. t*e group e?plaination. 7t t*e end of t*e lesson& one of t*e groups was awarded to 4e t*e 4est group and eac* group *ad to write t*e learning conclusions. *# Conclusion 5ased on t*e anal0sis results of t*e data o4tained fro. pre test& post test& and o4ser3ation s*eets& t*e conclusions of t*e researc* results of 7t* grade of Junior Aig* Sc*ool of 2,ung,a0a 2 were as follows; 1. 2. 1*e studentsB a4ilit0 of .at*e.atical connections 40 using =onnected -at*e.atics Pro,ect (=-P learning .odel 4ased on presentation .edia i.pro3ed .ore t*an con3entional learning. /ro. t*e result of o4ser3ation& t*e students were .ore ent*usiastic in learning .at*e.atics 40 using =onnected -at*e.atics Pro,ect (=-P 4ased on presentation .edia. It .eans t*at t*e students are e?cited and interested to participate in t*e learning process.

5ased on t*e conclusions a4o3e& learning .at*e.atics 40 using =onnected -at*e.atics Pro,ect (=-P .odel 4ased on presentation .edia could en*ance t*e students .at*e.atical connections a4ilit0.

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(eferences

/u.i0u9i& 1. (2''' . 7n ideal use of co.puter in *ig* sc*ool .at*e.atics education. In #. 1os*io (Ed. & Mathematics education in Japan. 1o90o; Japan Societ0 of -at*e.atics Education
Fra*a.& 1. dan )owlands& S. (2''' . 2sing =o.puter Software in t*e 1eac*ing of -ec*anics. International Journal of Mathematics Education in Science and Technology, ! "#$% #&'(#' . Aerawat0. (2''2 . Connected Mathematics .su.eduHteac*ingHtec*ing.s*t.l. N13 #9to4er 2'12O. Project. NonlineO. 1ersedia; *ttp;HHconnected.at*.

8line& -orris. (1C73 & )hy Johnny Can*t +dd; 1*e /ailure of 1*e New -at*. New 6or9; $intage 5oo9s. 8usu.a& (.7. (2''! . Mening,at,an -emampuan -one,si Matemati, dengan Mengguna,an Pende,atan -onstru,ti.isme. NonlineO. 1ersedia; *ttpHHpusta9a.unpad.ac.idHwp.contentHuploadsH2''CH':H .ening9at9 an9e.a.puan-9one9si-.ate.ati9.pdf. N2: #9to4er 2''CO. -arEano& ).J.& 5randt& ).S.& Aug*es& =.S.& Jones& 5./.& Presseissen& 5.P.& )an9in& S.=.& Su*or& =. (1C!! . /imensins of thin,ing% + frame0or, for curriculum and Instruction. 7le?andria& $.7; 7ssociation for Super3ision and =urriculu. (e3elop.ent. National =ouncil of 1eac*er of -at*e.atics. (1C!C . Curriculum and e.aluation standard for school mathematics. )eston& $7; 7ut*or. )0an& 7.I. (1CC1 . -eta-anal0sis of ecie3e.ent effects of .icroco.puter application in ele.entar0 sc*ools. Educational +dministration 1uarterly, 2& !3!(!4#. Soegeng (1CC! . +pli,asi ,omputer dalam pem5elajaran IP7. I15; Maporan Penelitian. Su.ar.o& 2. (2''2 . alternatif pem5elajaran matemati,a dalam menerap,an ,uri,ulum 5er5asis ,ompetensi. -a9ala* pada Se.inar 1ing9at Nasional /P-IP7 2PI. 5andung; 1ida9 diter4it9an. Sur0adi& (. (2''3 . Pem5elajaran matemati,a untu, mening,at,an ,emampuan 5erpi,ir matemati,a ting,at
tinggi. -a9ala* pada national Se.inar on Science and -at*e.atics Education. 5andung; /P-IP7-JI=7.

)edi (ohendi+ is a lecturer of -ec*anical Engineering Education (epart.ent& /acult0 of 1ec*nolog0 and $ocational Education& t*e Stud0 Progra. of =o.puter Science& /acult0 of -at*e.atics and Sciences Education& Indonesia 2ni3ersit0 of Education& and also t*e lecturer of t*e Stud0 Progra. of -at*e.atics Education& Sc*ool of 1eac*er 1raining and Education 6asi9a& -a,aleng9a. Ae recei3ed -aster degree in =o.puter and Infor.atics S0ste.s fro. Fad,a* -ada 2ni3ersit0 and (octor degree in -at*e.atics Education fro. Indonesia 2ni3ersit0 of Education. (edi )o*endiBs researc* interest are in i.ple.entation e-learning and tec*nolog0 in -at*e.atics Education. Jojon )ul,aja+ is a teac*er staff of S-P Negeri 2 2,ung,a0a 8a4upaten Su.edang. Ae graduated 4ac*elor degree in -at*e.atics Education fro. Stud0 Progra. of -at*e.atics Education& Sc*ool of 1eac*er 1raining and Education 6asi9a -a,aleng9a. Jo,on (ulpa,a researc* interest are in i.ple.entation teac*ing .et*odes in -at*e.atics Education.

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1a4le 1. 1*e stages of =-P .odel Stage 6aunching -eacher.s role 1eac*er launc*ed a pro4le. and *elped t*e students understand t*e pro4le.Bs setting w*ic* would 4e a pro,ect of .at*e.atics later 1eac*er o4ser3ed t*e perfor.ance of t*e students eit*er indi3iduall0 or groups& directed and encouraged students to sol3e t*e pro4le. 1eac*er *elped t*e students i.pro3e t*eir understanding of .at*e.atics in t*e pro4le. Student.s role Students listened to t*e pro4le. gi3en 40 t*e teac*er and understood t*e setting of t*e pro4le. Students wor9ed to sol3e t*e pro4le. indi3iduall0 or in a group

E7ploring

Summari8ing

Students discussed t*e strateg0 used to approac* t*e pro4le.& organiEe t*e data& find t*e solution and .a9e a conclusion

1a4le 2. (ata description of Pretest and Post test test =lass E?peri.ent Pre test =ontrol E?peri.ent Post test =ontrol -a?i.u. score; 1'' 27 %7&%% :5 25 27 2C&3C :C&!3 %5 C' 1' %5 Nu.4er of Su4,ect -ean 31&:1 Aig*est Score %5 Mowest Score 1'

/igure 1. 1*e Mearning 7cti3it0 of Students 40 2sing =-P 5ased on Presentation -edia

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