The Effectiveness of Infusion Learning Model in Linear Algebra Course

Abstract

This study aims to determine the effectiveness of applying the learning model in linear algebra at a university in the city of Jombang, Indonesia, which is indicated by looking at student learning outcomes, student learning activities, and the ability of lecturers to manage to learn. The quasi-experimental research method was carried out for 3 months involving two classes of students consisting of an experimental class (infusion learning model) and a control class (conventional learning). Data were collected through test sheets (pretest and posttest), student activity observation sheets, and lecturers’ ability observation sheets in managing to learn. Data were analyzed using two techniques, namely, inferential statistical analysis and descriptive statistical analysis. Based on inferential statistical analysis, it shows differences in students’ argumentation abilities between the control and experimental groups. In addition, based on the results of the descriptive analysis, student learning outcomes in the infusion learning model obtained more than the minimum standard value, students were active in learning activities, and lecturers’ abilities were good and very good in managing to learn. Thus, the infusion learning model effectively learns linear algebra with vector subspace topics. These findings indicate that students are enthusiastic about solving problems, building arguments not in dialog and arguments in dialog, and actively discussing with other students in class. We suggest that lecturers apply infusion learning to other math topics so that students can be enthusiastic about learning mathematics in class. Alternatively, lecturers can use the infusion learning model with technology-assisted learning to make learning more interesting for students.