Abstract
In the world, mathematics education is one of the fields of study that occupies an important role in creating students who think logically, rational, critical and insightful. Therefore, mathematics is indispensable everyday life and a provision in the face progress of science and technology. This study aimed to assess the effect of the learning model CORE towards mathematics learning outcomes, especially those in the cognitive aspects — this research conducted at Junior High School 34 Pekanbaru with a quasi-experimental type of research. The study design uses a nonequivalent control group design with a sample of all students in class vii-1 (control class) and class vii-2 (experiment class). Data collection techniques using test techniques, observation techniques, and documentation techniques. While the data collection instruments used were a test sheet and observation sheet. Student learning outcomes tests were analyzed using descriptive statistical data analysis and inferential statistical data analysis. Results of data analysis descriptive study gained an average of learning outcomes posttest experimental classes (VII-2) = 83.70, and grade control (VII-1) = 68.02, whereas the results of t-test analysis showed that the experimental class (VII-2) is higher than the control classes (VII-1) seen from the values that tcount (3,81) ˃ ttable (68,02) with significance level α = 0,05. So it was concluded that the CORE model influences mathematics learning outcomes, especially on cognitive aspects.
Highlights
Mathematics is a science that plays an essential role in preparing quality human resources and has character and competent in the development of science and technology
Homogeneity variance test is performed to determine whether the experimental class and the control class have the same diversity or not before getting a different treatment
T-test was conducted to determine whether there is an influence of the CORE learning model on mathematics learning outcomes
Summary
Mathematics is a science that plays an essential role in preparing quality human resources and has character and competent in the development of science and technology. One of the benchmarks is the results of a survey from Trends in Mathematics and Science Study (TIMSS), which is conducted every four-year since 1995. Indonesia always gets an average score below the international average of 500 [2]. The TIMSS survey results are presented in the following Table 1: Based on Table 1, it shows that Indonesia is at rank 38 (2011) and rank 36 (2017) from a total of 49 countries. Conditions were not much different seen from the results of studies conducted PISA (Program for International Student Assessment) in 2009, Indonesia was ranked 61 out of 65 countries with an average score of 371 with an average score of International 500. In 2012, Indonesia was ranked 64th out of 65 countries with an average score
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