Differences Between Student’s Mathematical Problem Solving Ability and Learning Motivation Taught By Using Geogebra-Assisted Cooperative and Contextual Learning Model

Authors

  • Doni Irawan Saragih State University of Medan
  • Ani Minarni State University of Medan

DOI:

https://doi.org/10.14738/assrj.510.5264

Keywords:

Education, Teaching and Learning, Teacher

Abstract

This research aimed to: (1) analyze the differences between student’s mathematical problem solving ability taught by using GeoGebra-assisted cooperative and contextual learning model; (2) analyze the differences between student’s learning motivation taught by using GeoGebra-assisted cooperative and contextual learning model; (3) analyze the process of student’s answer mathematical problem solving test that taught by using Geogebra-assisted cooperative and contextual learning model. The instruments used in this research consisted of: (1) mathematical problem solving ability test, (2) learning motivation questionnaire. The data was analyzed by using Two Way Anova. This result research showed that: (1) there are differences between student’s mathematical problem solving ability taught by using GeoGebra-assisted cooperative and contextual learning model, (2) there are differences between student’s learning motivation taught by using GeoGebra-assisted cooperative and contextual learning model, (3) the process of student’s answer taught by using contextual learning model is better than cooperative learning model.

Author Biographies

Doni Irawan Saragih, State University of Medan

UNIMED

Ani Minarni, State University of Medan

UNIMED

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Published

2018-10-21

How to Cite

Saragih, D. I., & Minarni, A. (2018). Differences Between Student’s Mathematical Problem Solving Ability and Learning Motivation Taught By Using Geogebra-Assisted Cooperative and Contextual Learning Model. Advances in Social Sciences Research Journal, 5(10). https://doi.org/10.14738/assrj.510.5264