Abstract
This study aims to identify the enhancement of Students’ Mathematical Disposition as an impact of ARCS-Based Learning Model approach. The learning model based on Attention, Relevance, Confidence and Satisfaction (ARCS) theory. This study is a quasi experimental study. The study sample consisted of 76 students from 2 classes mathematics in the seventh semester in Universitas Negeri Medan. Instrument used in this study is mathematical disposition scale. Data were analyzed using Mann Withney, ttest, correlation analysis, one way and two way ANOVA followed by posthoc test. The result showed that the enhancement of students disposition of high initial ability group is significantly higher than middle and low initial ability group. This shows that ARCS-Based Learning Model provides the highest enhancement of students’mathematical disposition in the high initial ability group compared to the middle and low ones. Overall, based on students initial ability, ARCS-Based Learning Model approach is significantly able to enhance students’mathematical disposition.
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