Geometry Module with CTL Approach for Elementary School Learning

Abstract

Geometry learning in elementary school, especially in class IV three-dimensional material requires appropriate teaching materials to teach concept understanding. Based on this, this study aims to describe the effectiveness of using modules based on the CTL approach in geometry learning. This research is a qualitative research with a narrative approach. The study was carried out involving 5 elementary schools in Malang City, data collection techniques used in this study were documentation and questionnaires. The data obtained were analyzed through data reduction, data presentation, and verification. The results showed that the use of the module based on the CTL approach on geometry learning gained learning outcomes with an average of 83.5 above the KKM score and the average response of students was 3.32 or 83%. Students easily understood the language used, found the concept independently , and motivated to learn because of the interesting modules. Based on these results it can be concluded that CTL-based modules are suitable for use in geometry learning.

Developing Module for Two-Dimensional Course Based on Ethnomathematics for Fourth Grade of Elementary School Student

“…One of them was an instructional media containing a two-dimensional lesson by employing effective problem-solving exercises to improve the students ability in solving mathematical problem (Annisah, 2018). Then, one previous study developed an instructional media in the form of module by using CTL approach to facilitate students in acquiring a Mathematics concept independently (Yuniasih & Wahyuningtyas, 2019). Mathematics could be integrated with a cultural aspect.…”