The effectiveness of using the contextual based learning module of integrated number distribution materials on learning interest

Abstract

This study aims to determine the effectiveness of the use of learning modules based on contextual integer division on students' interest in learning. The research design used is a Quasi Experimental Design in the form of a nonequivalent control group design. This study uses an experimental class that uses a contextual-based learning module and a control class that uses a mathematics textbook. The sample of this study was the sixth grade students of the S, amounting to 32 people. The experimental class is 16 people and the control class is 16 people. Based on the results of the t test using an independent sample T test, obtained the value of Sig. (2-tailed) of 0.011 <0.05, it can be concluded that the null hypothesis (Ho) is rejected and accepts the alternative hypothesis (Ha). This can be seen from the results of the average value of the two classes, the average value of the experimental class is 54.75 and the average value of the control class is 50.94. The results of this study indicate that there is a significant difference in student interest in learning between the experimental class students and the control class students. Therefore, the contextual-based learning module on integer division material is effectively used for students' interest in learning.