Attention, Relevance, Confidence, Satisfaction (ARCS) Learning Model in Improving Students^ Mathematical Connection Ability Rizki Dwi Pangestuti, Nunung Sobarningsih, Hamdan Sugilar
Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia
*hamdansugilar[at]uinsgd.ac.id
Abstract
This research is a quasi-experimental research conducted to improve students^ mathematical connection skills, one of which is through the use of Attention, Relevance, Confidence, Satisfaction (ARCS) models. The purpose of this study was to determine (a) the description of the process of students and teachers in learning mathematics using the ARCS learning model- (b) differences in the improvement of mathematical connection skills between students using the ARCS learning model and students using conventional learning- (c) student responses to mathematics learning using the ARCS learning model. The data obtained using a test research instrument in the form of mathematical connection skills and non-test questions, namely student response questionnaires to learning using the ARCS learning model. This research was conducted at SMPN 3 Bandung City with a sample of class VIII-6 as a control class and class VIII-7 as an experimental class on statistical material. Based on the results of research and processing of n-gain data, obtained: (a) the description of the learning process of teachers and students on statistical material using the ARCS learning model is in the very good category- (b) there are differences in the improvement of mathematical connection skills between students who use the ARCS learning model and students who use conventional learning- (c) most of the students who received learning using the ARCS learning model responded positively to learning mathematics using the ARCS learning model.
