Developing Contextual Based Teaching Materials to Enhance Self Efficacy and Mathematics Achievement in Algebra of Grade 7 Students at Junior High School
Malanicagi, Maisea Tuicoro · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
The aim of this study is to develop contextual based teaching materials to enhance students self efficacy and mathematics achievement in algebra at a junior high school. The developed product consisted of students textbook, teachers lesson plan and student worksheet which were valid, practical, and effective.
This is a research and developement (R&D) study which consisted of 4 steps: (1) preliminary investigation, (2) design, (3) realization/construction and (4) validations, evaluations, test and revsion. The subjects of this research were 32 students of class 7C with their mathematics teacher at SMPN 2 Mlati, in Yogyakarta. The instruments used were validation sheets, the practicality evaluation sheets and the effectivity instruments. The validation sheets included the validation sheets for the developed products as well as the students self efficacy questionnaire and the achievement test. The praticality instruments which were evaluated by the teachers and the students included the teachers evaluation sheet about the developed product, teachers and students questionnaire about the teaching and learning process of the CTL approach. The effectivity instruments included students self efficacy questionnaire, the short tests and the achievement test conducted during and after the treatment respectively.
The results revealed that the developed products were valid, practical and effective in students learning. Validation results analysis shows that the teacher’s lesson plan and students worksheet were categorized as ‘excellent’ or graded A, whilst the students textbook was categorized ‘very good’ or graded B. Teachers evaluation on the ST, TLP and SW and students evaluations on the teaching and learning process were categorized as the ‘most feasible’ or graded B, whilst teachers evaluation on the teaching and learning process was categorized as ‘very feasible’ or graded A. The achievement test analysis revealed that 63% of the students met the MCC of 75% . Self efficacy data revealed an increase in learning capabilities after the intervention.
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