CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING

  • I Wayan Eka Mahendra

Abstract

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly.

Published
2015-06-01
How to Cite
MAHENDRA, I Wayan Eka. CONTEXTUAL LEARNING APPROACH AND PERFORMANCE ASSESSMENT IN MATHEMATICS LEARNING. JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION, [S.l.], v. 1, n. 1, p. 28 - 39, june 2015. ISSN 2442-4919. Available at: <http://journal.unj.ac.id/unj/index.php/jisae/article/view/1664>. Date accessed: 21 sep. 2017. doi: https://doi.org/10.21009/JISAE.011.03.
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