Development of Learning Materials with Visualization, Auditory, Kinesthetic (VAK) Model to Improve Students’ Mathematics Reasoning Ability and Self-Confidence

Milda Rizky Novriani ,Elmanani Simamora ,Izwita Dewi

doi:10.7176/jep/10-29-11

Abstract

This study aims to produce: 1) a valid learning materials developed with the VAK model; 2) practical learning materials developed with the VAK model; 3) effective learning materials developed with the VAK model; 4) improvement of students' mathematical reasoning abilities taught using learning materials developed with the VAK model; 5) improvement of students’ self-confidence is taught using learning materials developed with the VAK model. This research is a development study using a 4-D model. From the results of trial I, trial II and disseminate stage obtained : 1) learning material developed with the VAK model have met valid criteria; 2) learning material developed with the VAK model meet practical criteria in terms of: a) expert judgment; and b) observations of the implementation of learning material; 3) learning material developed with the VAK model meet effective criteria in term of: a) classical student completeness has been achieved in trial II of 88,57% and the disseminate stage of 91,43%; b) achievement of learning objectives for each item c.) positive student responses to learning materials; d) learning time does not exceed normal learning time; 4) students’ mathematical reasoning abilities using learning materials developed with the VAK model increased, in terms of N-Gain scores in trial I by 0.29 increased to 0.34 in trial II and increased to 0.57 at the disseminate stage; 5) Self-confidence of student using learning materials developed with the VAK model increased, in terms of The average result of the self-confidence questionnaire in trial I by 75.91 increased to 78.77 in trial II and increased to 79.97 in disseminate stage. Keywords: VAK, mathematic reasoning ability, self-confidence DOI : 10.7176/JEP/10-29-11 Publication date :October 31 st 2019

Highlights

Education has a close relationship with learning in schools to achieve a change
The results of the development learning materials using the Thiagarajan (1974) 4-D model are described as following. 4.1.1 Stage 1-Define Based on the observations in SMP 24 Medan found several weaknesses in the learning material used by teachers, the preparation of the lesson plan did not include the learning model used and in the learning activities there was no visible feedback on the activities carried out by students and teachers, subject matter in books used by teachers and students are still in general not adjusted to the needs and the questions are still not enough to support the achievement of mathematical reasoning, and the teacher does not use student activity sheet as a support for learning activities but only uses exercises that are contained in books
In the learning process the teacher still uses a conventional approach, and the teacher is not accustomed to giving confidence to students through motivational words so that students have self-confidence in solving the given problem. 4.1.2 Stage 2-Design This stage produced an initial draft of the lesson plans for 3 meetings, student book, student activity sheet, mathematics reasoning ability test, and students’ self-confidence questionnaire

Summary

Introduction

Education has a close relationship with learning in schools to achieve a change. Changes in improving the quality of education are very large which is one of the focuses of development in the field of education to face future challenges. Education involves all experiences that an individual acquires inside or outside the school (Turkkahraman 2012). Changes in improving the quality of education related to science and technology. Mathematics is one of the fields of study that supports the development of science and technology. Mathematics is knowledge loaded with materials which can trigger the development of thinking ability reasoning ability (Rohana 2015). Mathematical reasoning refers to the ability to formulate and represent problems given by mathematics, and to explain and justify solutions or arguments (Kilpatrick et al 2001)

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