The Effect of Application of REACT Learning Strategies on Mathematics Learning Achievements: Empirical Analysis on Learning Styles of Junior High School Students

Abstract

This study aims to determine the effect of REACT learning strategies on mathematics learning ac hievement in terms of the learning styles of eighth grade students of public junior high schools in S ragen district. This study was a quasi-experimental study with a 2x3 fac torial design. The population of this study was eighth grade students of the public junior high schools in S ragen Regency in the 2015/2016 ac ademic year. The sample was taken by stratified cluster random sampling. The instrument used to collect data is by distributing questionnaire to test the mathematics learning ac hievement and student learning style. Data analysis techniques use two-way variance analysis with unequal cells. The results show that REACT learning strategies produc e mathematics learning ac hievements that are better than direct learning in material relations and functions. Moreover, mathematics learning ac hievement of students who have a visual learning style as well as students with auditory learning styles, students with visual learning styles have better learning achievement than students with kinesthetic learning styles, while students with auditory learning styles have the same ac hievement with those with kinesthetic learning styles. In addition, in the category of visual, auditory, and kinesthetic learning styles, students who were treated with REACT learning strategies had better mathematics learning ac hievement than students who were treated with direct learning. Lastly, in each REACT learning and direct learning, students with visual learning styles have mathematics learning achievements that are as good as students who have auditory learning styles. S tudents with visual learning styles have better mathematics learning ac hievement than students with kinesthetic learning sty les, while students with auditory learning styles have mathematics learning ac hievements that are as good as students who have kinesthetic learning styles.

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

“…In addition to the syntax material organization, the thematic learning model SETS vision also provides a real learning experience better than regular thematic learning. Real and good learning experiences can improve students' understanding [19] [20]; [21]; [22]; [23]; [24]; [25]. In implementing thematic learning with SETS vision, students directly carry out the learning steps starting from observing the environment to practicing rescue steps when a disaster occurs.…”

Efektivitas model pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) dan reciprocal teaching berbantuan game edukasi

“…Salah satu bentuk pembelajaran alternatif yang dirancang sedemikian rupa sehingga mencerminkan keterlibatan siswa secara aktif adalah melalui strategi REACT yang merupakan singkatan dari Relating, Experiencing, Applying, Cooperating, Transferring. Model pembelajaran REACT menekankan pada pemberian informasi yang berkaitan dengan informasi yang sebelumnya telah diketahuai oleh siswa, sehingga siswa akan lebih mudah memahami konsep-konsep yang disampaikan oleh guru, karena sering dijumpai dalam kehidupan sehari-hari (Putri, Mardiyana, & Saputro, 2019;Fakhruriza & Kartika, 2015). Penerapan model pembelajaran REACT diharapkan dapat memberikan nuansa baru dalam proses pembelajaran.…”

“…Hasil penelitian menunjukkan bahwa pembelajaran menggunakan model REACT berbantuan Game Edukasi terbukti efektif ditinjau dari kemampuan pemecahan masalah matematis siswa. Temuan ini tentunya sejalan dengan temuan penelitian-penelitian sebelumnya (misalnya: Chizary & Farhangi, 2017;Marlissa & Widjajanti, 2015;Putri et al,2019;Putri & Santosa, 2015). Terdapat beberapa hal yang menyebabkan efektifnya model REACT berbantuan Game Edukasi dalam meningkatkan kemampuan pemecahan masalah matematis siswa.…”

Quadrilateral Learning Based on Brain Potencies of 7th Grade in Karanganyar Regency, Indonesia

“…Besides learning model, the other factor which influences the low learning outcomes is the student itself or student internal factor (Crosnoe, Johnson, & Elder, 2004). Among many factors, learning style has an effect on students' learning outcomes (Putra, Kusmayadi, & Sujadi, 2014), (Ramlah, 2014), (Putri, Mardiyana, & Saputro, 2019). In line with Stenberg's research (Stenberg, 1997), it is stated that psychologist, teacher, and researcher will be helped in improving learning quality of the student if the learning style of the student can be figured out.…”