The Impact of ICT-Based Contextual Mathematics Learning on Students’ Problem-Solving Ability
- DOI
- 10.2991/assehr.k.201209.252How to use a DOI?
- Keywords
- Problem-Solving, ICT, Contextual Mathematics Learning
- Abstract
Mathematics is a topic in excessive school that is difficult to understand. The contextual teaching and learning (CTL) model assisted by Information and Communications Technology (ICT) can overcome this. The purpose of this research was to determine students’ mathematical problem-solving abilities through ICT- assisted CTL learning. This is a quasi-experimental research with a total population of 1083 students of SMA N 2 Padang. A sample of 100 students who were selected through a simple random sampling technique, each of which was fifty students for the experimental group and the control group. The studies device changed into a take a look at of mathematical problem-fixing abilities. Data have been analyzed the use of covariance analysis. The result of this research is that high school students who are taught with ICT-assisted contextual learning models are able to solve problems correctly. Meanwhile, students who learn through conventional models have difficulty solving mathematical problems. The conclusion of this research is the ability of students to solve mathematical problems who learn through ICT-assisted CTL learning is better than students who are taught through conventional learning.
- Copyright
- © 2020, 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/).
Cite this article
TY - CONF AU - S Salmaini AU - Ahmad Fauzan AU - I Made Arnawa AU - Darmansyah AU - Wahyu Widada PY - 2020 DA - 2020/12/12 TI - The Impact of ICT-Based Contextual Mathematics Learning on Students’ Problem-Solving Ability BT - Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020) PB - Atlantis Press SP - 376 EP - 381 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201209.252 DO - 10.2991/assehr.k.201209.252 ID - Salmaini2020 ER -