Connecting, Organizing, Reflecting, Extending Research Articles

Upaya Meningkatkan Pemahaman Konsep Matematika Siswa Melalui Penerapan Model CORE di MA NW Putra Narmada Tahun Pelajaran 2023/2024

This study was conducted as an effort to enhance students' understanding of mathematical concepts through the application of the CORE (Connecting, Organizing, Reflecting, Extending) model at MA NW Putra Narmada, West Lombok Regency. This research is a Classroom Action Research (CAR) carried out in two cycles with stages of planning, implementation, observation, and reflection. The subjects of this research are 34 students from the 10th grade at MA NW Putra Narmada. The research instruments used are observation sheets and test sheets. The data collection techniques employed are testing and observation. The data analysis techniques used are both quantitative and qualitative data analysis. The results of this study indicate an improvement in the understanding of mathematical concepts among the 10th grade students of MA NW Putra Narmada after applying the CORE learning model. Test results show an increase in students' understanding of mathematical concepts in cycle I to 57% with a sufficient category, while in cycle II, it increased to 95.00% with an excellent category. Observation results show 68% in cycle I with a good category and 96.00% in cycle II with an excellent category.

Analisis Disposisi Matematis pada Pembelajaran Matematika di Sekolah Dasar

The problems of this research are students' lack of attention to the teacher's explanation, lack of enthusiasm for lessons and their lack of curiosity in mathematics lessons. Then, the aims of this research are to know students’ mathematical disposition and the results of the mathematical disposition of students at grade 5 SDIT Khoiru Ummah after using the CORE (Connecting, Organizing, Reflecting, Extending) learning model. The type of the research was quantitative descriptive research. The population was 63 students with a sample of 30 students using purposive sampling. The data collection technique was in the form of observation and a questionnaire consisting of 20 questions referring to 5 indicators of mathematical disposition. The second data used had been validated by experts. From the research results of applying the CORE (Connecting, Organizing, Reflecting, and Extending) learning model to the mathematical disposition of grade 5 students at SDIT Khoiru Ummah, it was shown that teacher and students’ activities are very good. The results of the students' mathematical disposition obtained from the questionnaire were classified as high as many as 23 people, medium as many as 4 people and low as many as 3 people.

Implementation of Core Learning Model to Improve Mathematical Literacy Students

This research was conducted with the aim of knowing differences in the mathematical literacy abilities of class VIII students of MTs Salafiyah Syafiiyah Bandung before and after applying the CORE (Connecting, Organizing, Reflecting, Extending) learning model. The research method used is a pre-experimental design with a one-group pretest-posttest design and uses a quantitative research approach. The subjects of this study were class VIII D MTs Salafiyah Syafiiyah Jombang. The research instruments used were tests and non-tests. The test instruments were pretest and post-test description questions to measure students' mathematical literacy before and after implementing the CORE (Connecting, Organizing, Organizing, Learning) learning model. Reflecting, Extending). While the non-test instruments used were interviews with mathematics teachers in class VIII D to find out the implementation of learning carried out in class. The data analysis technique used was hypothesis testing. However, before testing the hypothesis, the data obtained first First, the normality test and homogeneity test were carried out. Based on the calculation of the paired sample t test, it shows that the t value is 13,818 with a significance of 0,000. The significance value shows 0.000 < error level of 0.05, so it can be concluded that Ha is accepted. Acceptance of this Ha means that there are differences in the level of mathematical literacy of class VIII students of MTs Salafiyah Syafiiyah Jombang before and after implementing the CORE learning model.

Implementation of CORE (Connecting, Organizing, Reflecting, Extending) Strategy on Students' Connection Ability in Elementary Mathematics Subjects

The key to the success of educators right on target for students is determined through the implementation of learning strategies. In fact, the CORE Strategy (Connecting, Organizing, Reflecting, Extending) aims to train students' connection skills, think critically, and be active in learning. The purpose of writing this article is to describe the implementation of the CORE strategy for students' connection abilities in mathematics at the elementary/MI level. This study uses a descriptive qualitative research method that aims to describe an object, phenomenon, or problem with the facts being studied. Data collection techniques were carried out using observation techniques, interviews, and documentation studies. Based on the results of this study it was found that the implementation of the CORE strategy could improve students' connection skills in mathematics. The student is active, gives a positive response when participating in the learning process, and understands the subject matter that has been taught. Thus, it is stated that the implementation of the CORE learning strategy in mathematics is categorized as appropriate for SD/MI children, as well as the students' connection abilities developing well and providing feedback in the ongoing learning process.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE CONNECTING, ORGANIZING, REFLECTING, EXTENDING TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XII IPA SMAN 2 BATUSANGKAR

Understanding of mathematical concepts is the foundation that will help students achieve their learning objectives, thus understanding mathematical concepts becomes an important component in the learning process of mathematics. However, class XII students of the Science Program at SMAN 2 Batusangkar still have a low understanding of mathematical concepts. One of the strategies to overcome this is to modify the learning model, such as the Connecting Organizing Reflecting Extending (CORE) cooperative learning model. The research conducted on class XII IPA students at SMAN 2 Batusangkar aims to find out whether students who understand mathematical concepts using CORE cooperative model are higher than the conventional learning process. This research is a Quasi Experiment with a nonequivalent posttest-only group design. The population is all students of class XII IPA SMAN 2 Batusangkar with samples from class XII IPA 2 and XII IPA 3. The final test of understanding mathematical concepts is used as a research instrument. Keywords– Connecting Organizing Reflecting Extending, Understanding of Mathematical Concep

PENGEMBANGAN MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLETING, EXTENDING (CORE) BERBASIS GOOGLE SITES SEBAGAI PEMBAHARUAN PEMBELAJARAN MATEMATIKA PADA SEKOLAH MENENGAH PERTAMA KELAS 8 MATERI BANGUN RUANG SISI DATAR

In this modern era, developments are very rapid in various fields, such as the fields of politics, economics, education, and technology. The development of technology has a very big influence, especially in the field of education. The purpose of this study was to determine the results of the development of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on Google Sites as a renewal of mathematics learning in Grade VIII Junior High Schools. Where the method used to describe and describe the data is by analyzing previous studies that have existed through the collection of references from previous journals. The results of data analysis using qualitative data analysis techniques state that in learning using Google Sites, teachers can easily add learning materials in pictures, videos, and assessments; These features can be designed with the CORE (Connecting, Organizing, Reflecting and Extending) learning model. The stages carried out are the process of taking mathematics learning online and offline accompanied by interactions between teachers and students using the comments column provided by the teacher on the google sites site page, while the interactions carried out offline are discussions or questions and answers. One of the advantages of Google sites is that it makes it easier for students to learn

Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles

In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained: (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.

Implementasi Model Pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) Ditinjau Dari Karakter Matematika

The purpose of this research is to measure the mathematical attitude of class VIII MTsN 3 Jombang students when the CORE (Connecting, Organizing, Reflecting, Extending) learning model is applied. The method used in this study is an experimental method in the form of a pre-experimental design with the type of one-shot case study. The subjects of this study were students of class VIII D at MTsN 3 Jombang. The instruments used for data collection were observations and questionnaires to measure the value of students' attitudes when applying the CORE learning model. The analysis technique used is descriptive analysis. Based on calculations from the results of observations and questionnaires, the attitude value of the questionnaire was 1335 from a perfect score of 1716 while from observation was 956 from a perfect score of 1248. The percentage of the data was 77.8% of the questionnaire data and 76.6% of the observation data and the average the average of these percentages is 77.3%. Because the student's attitude value is > 70%, it is declared successful. That is, the predicate of the attitude value of class VIII D students at MTsN 3 Jombang when applying the CORE learning model is in the good category.

Meningkatkan Prestasi Belajar Matematika Siswa SMP Al Hikmah Menggunakan Model Pembelajaran CORE

The low achievment of student’s mathematics learning is a problem that must be considered and resolved. The teacher’s role in improving student achievement is very necessary. One of factors that influence student achievement is the selection of learning models. This study aims to determine an increase in student achievement after the implementation of the CORE (Connecting, Organizing, Reflecting, Extending) learning model. The type of research used is a quasi-experimental research with Pre-Experimental Design typye One Group Pretest-Posttest Design. Determination of the sample using saturated sampling technique. Subject of this research is all eighth graders in SMP AL Hikmah Balongrejo. Data collection techniques used are interviews, validation questionnaire, and learning outcomes test. While the research instrument uses learning outcomes test, namely pretest and posttest. Data analysis technique use validity test, reliability test, normality test, homogenity test, and paired sample t-test. Results showed significant level 0,000 > 0,05. It can be concluded that there is a difference in learning achievement (cognitive) between before and after the implementation of CORE learning model. Based on a review of the average student learning outcomes at the pretest and posttest, it was concluded that there was an increase in learning achievement after the implementation of the CORE learning model.

PENGARUH MODEL PEMBELAJARAN CORE (CONNECTING, ORGANIZING, REFLEKTING, EXTENDING) BERBANTUAN MEDIA DIGITAL TERHADAP HASIL BELAJAR IPA DI SDN CIJANTUNG 06

This study aims to determine the effect of science learning outcomes using the CORE (Connecting, Organizing, Reflecting, Extending) learning model assisted by digital media in fourth grade students at SDN Cijantung 06. This research is a quantitative study using a Quasi Experimental research method with a Posttest-Only Control Group Design type. The population in this study were all fourth grade students at SDN Cijantung 06 in the even semester of the 2021-2022 academic year. The research sample consisted of 64 students from class IV-B and IV-C. The sampling technique in this study used the Cluster Random Sampling method. The research instrument was an objective test in the form of multiple choice questions consisting of 35 questions. The instrument was first tested at SDN Susukan 02 Pagi with 64 students. The calculation of the validity test uses the Biserial Point Correlation formula on 40 items in the form of multiple choice with 35 valid questions and 5 drop questions obtained. While the calculation of reliability test using KR-21 obtained of 0.85 with a very strong level of reliable interpretation. Furthermore, there is a requirement analysis test that is carried out, namely the normality test with the Lilliefors formula, then the data obtained are normally distributed from the experimental class and the control class. Then, the homogeneity test was calculated using Fisher's exact test to get the group variance data with homogeneous distribution. Then, hypothesis testing using t-test resulted in of 7,322 with a significant 5% which resulted in rejecting . The results of this study can be concluded that there is an influence of the CORE learning model (Connecting, Organizing, Reflecting, Extending) assisted by Digital Media on Science Learning Outcomes at SDN Cijantung 06.

PENGGUNAAN MODEL PEMBELAJARAN CORE (CONNECTING ORGANIZING REFLECTING EXTENDING) UNTUK MENINGKATKAN AKTIFITAS SISWA KELAS IV MIN 11 PIDIE PADA MATERI PEDULI TERHADAP MAKHLUK HIDUP

This study aims to find out how to increase student activity in the matter of caring for living things, after students learn through the CORE (Connecting Organizing Reflecting Extending) learning model for fourth grade students at MIN 11 Pidie. The research method used is CAR (Classroom Action Research). The subjects in this study were 25 people consisting of 13 male students and 12 female students. Data was collected through observation sheets through teacher activity observation sheets (LOAG), student activity observation sheets (LOAS) and through tests by distributing worksheets to students. This research was conducted in 3 cycles. In the first cycle the average value obtained by students was 56.8 while the classical completeness score obtained was 16%. In cycle II the average value is 68.4, while the classical completeness value obtained is 52%. In the third cycle, the average value obtained increased to 81.8 with a classical completeness score of 92%. So it can be said that there is an increase in student activity in the matter of caring for living things by using the CORE (Connecting Organizing Reflecting Extending) learning model for fourth grade students of MIN 11 Pidie.

Improving Connection Ability and Mathematical Disposition of Junior High School Students with Connecting, Organizing, Reflecting, Extending (CORE) Learning Model

The connection ability and disposition of mathematics of junior high school students still need to be improved. This research purpose to analyze the enhancement of connection of mathematics abilities and mathematical dispositions of students who received CORE learning models and conventional learning and to analyze the correlation between the connection abilities and students’ dispositions. This study uses the embedded type Mixed Method. The population was all eighth-grade students one of the public junior high schools in Pangalengan, Bandung Regency, and the sample involved as many as 74 students. The instruments used were a mathematical connection ability test, a disposition questionnaire, an observation sheet, and an interview guide. Analysis of data used two Independent Sample t-Test and Mann Whitney test. The results showed that: 1) the improvement of the connection ability of students who received CORE learning was better than students who received conventional learning 2) the disposition of students who received the CORE learning model was better than students who received conventional learning models, 3) there was no relationship between connection ability and disposition of students using the CORE learning model. The conclusion is CORE model is effective to improve students' mathematical connection ability and mathematical disposition.

Application of CORE Learning Model with Molymod-Assisted on Hydrocarbon Material to Improve the Students’ Learning Outcomes

This study aimed to describe the improvement of learning outcomes by applying the learning model of Connecting, Organizing, Reflecting, Extending (CORE) with molymod-assisted hydrocarbon material of class X students of SMA Labschool UNTAD Palu. This type of research was experimental designs with one group pretest-posttest design. This study used 2 classes, namely class XA as replication class 1 (n = 26) and class XB as replication class 2 (n = 27). The students' learning outcomes were affective, psychomotor, and cognitive aspects. In replication class 1, the value of student learning outcomes was 71.37, while in replication class 2 was 66.00. The data analysis results showed increased student learning outcomes after using the Molymod-assisted CORE learning model in both classes. So it can be concluded that applying the Molymod-assisted CORE learning model on hydrocarbon materials can improve student learning outcomes for class X SMA LABSCHOOL UNTAD Palu.

The Influence of the Core Learning Model (Connecting, Organizing, Reflecting, Extending) on Critical Thinking Ability in Class X Geography Subjects in Man 1 Palu City

The aim of this research is to determine the effect of CORE (Connecting, Organizing, Reflecting, Extending) learning on critical thinking skills in Geography Subjects. This type of research is quantitative with experimental methods. The quasi-experimental method is a scientific investigation that requires the researcher to manipulate and control one or more and observe the dependent variable, to see differences in accordance with the manipulation of the independent variables. The research design that will be used is a nonquivalent control group design, where this research uses a pretest and posttest carried out in both the experimental class and the control class. The results of the research show that there is a significant influence of the CORE (Connecting, Organizing, Reflecting, Extending) Learning Model on critical thinking skills in Class X Geography Subjects at MAN 1 Palu City. This is proven by the results of the t-test using the independent sample t-test formula. The results show a significance value (2-tailed) of 0.007 < 0.05 so Ho is rejected and Ha is accepted. Class X students' critical thinking skills regarding geography learning using the CORE learning method.

The Effect of Connecting, Organizing, Reflecting, Extending Learning Model Assisted by Audio-Visual on Mathematics Learning Outcomes

This study aims to determine the effect of the Connecting, Organizing, Reflecting, extending (CORE) learning model assisted with audio-visual media on fourth-grade students' mathematics learning outcomes. The type of research is a quasi-experimental research design with a post-test only control group design. The population used in this study was the fourth-grade, with the samples used were IVB class with 34 students as the experimental group and IVA class with 36 students as the control group. The data collection method used is a test method with multiple choice objective test instruments. The obtained data is analysed by using descriptive statistical analysis and inferential analysis. The analysis results obtained were the average score in the experimental group given with the treatment of the CORE learning model assisted by audio-visual media amounted to 21,91. The control group that was not given the CORE learning model's treatment assisted by audio-visual media amounted to 14,00. The t-test analysis obtained count 21,547 and table 2,000 with db. = 68 at a significance level of 5%. With the criteria, count> table so that H0 is rejected and H1 is accepted. The difference scores between the experimental and control groups indicate that there is a significant influence in applying the CORE learning model assisted with audio-visual media in the mathematics learning outcomes of fourth-grade students.

Mathematical Representation Ability and Mathematics Self Efficacy in CORE Learning Models with Open-Ended Approach

Mathematical representation ability is a cognitive ability that must be possessed by students. However, the reality on the field is in contrast to that. Students' mathematical representation ability are still relatively low, so special measures are needed to improve them. Therefore, the application of connecting-organizing-reflecting-extending (CORE) learning models with an open-ended approach is chosen as a particular action to improve mathematical representation ability. The purpose of this study is to compare the improvement and attainment of mathematical representation ability and selfefficacy mathematics between conventional, core, and core class students with an open-ended approach. This research is quasi-experiment research using a modified pretest-postest design. The population of this study is all grade X students in Pondok Melati Senior High School, Bekasi. The sample of this study was students of Grade X of Sandikta High School and Nasional I High School who were taken in a cluster random sampling. The data collection techniques used are test and nontest techniques. Data analysis is conducted using the One Way Anova test. Based on data analysis, it is shown that: (1) there are significant differences in the improvement and attainment of mathematical representation ability between conventional, core, and core class students with an open-ended approach; and (2) there are significant differences in self-efficacy mathematics attainment between conventional, core, and core students with an open-ended approach.

PENGARUH MODEL CONNECTING, ORGANIZING, REFLECTING, EXTENDING (CORE) TERHADAP KEMAMPUAN KONEKSI DITINJAU DARI KEMAMPUAN AWAL MATEMATIS

This study aims to explain the effect of connecting, organizing, reflecting, extending (CORE) models on connection skills reviewed based on students' initial mathematical abilities. This study is a true experimental study using the Randomized Pretest-Posttest Control Group Design research design with a population of class XI IPA in Ciomas 1 High School. The instrument used in this study was the description test to measure students' mathematical connecation skills. The hypothesis of this study was tested using the Two Way ANNOVA test. From the results of completing the student description test, it was found that: (1) Mathematical connection skills of students who obtained learning with the Connecting, Organizing, Reflecting, Extending (CORE) models were no better than students who obtained scientific learning; (2) Connection skills of students who have high initial mathematical abilities are no better than students who have low mathematical initial abilities; (3) Mathematical connection skills of students who obtain learning with the Connecting, Organizing, Reflecting, Extending (CORE) model are no better than students who obtain scientific learning in terms of KAM as a whole; and (4) There is no interaction between the learning model and students 'initial mathematical abilities (high, medium and low) to the students' mathematical connecation skills.

CORE (Connecting, Organizing, Reflecting & Extending) learning model to improve the ability of mathematical connections

Mathematics is a unity of knowledge whose parts are interconnected. The fact is exactly what inspired the mathematical connection. With mathematical connection, students will better understand the meaning behind what he is learning and being able to look at the topics of mathematics as a whole. However, based on the results of research that has been done often mention that most students can make a list of mathematical concepts that have relevance to real-world problems, but not many students were able to explain why the concept is used. In this article, the author argues that the mathematical connection capabilities should be practiced in school and the CORE learning model can become one of the alternatives that can be used. Systematically, This article will review the literature regarding how the CORE learning model can help students in improving the ability of mathematical connections. Connecting, organizing, reflecting and extending the stages in the application of learning models CORE. The stage circuit a positive impact on the development of the students in understanding mathematics. Each stage through which can help train students in the mathematical connection capabilities. Thus, this article suggests the CORE learning model that can be used to help improve students’ mathematical connections.

The CORE Model for Improving students behavior and learning outcomes the production technology development of Social Sciences Learning

Social studies subjects are one of the subjects that are not liked because the learning context is too monotonous containing memorization and readings that make the learning process saturated. This study aims to determine the increase in social studies activities and learning outcomes in the development of production technology by applying the Connecting Organizing Reflecting Extending (CORE) learning model. This study used the Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK) method by Kemmis and Mc.Taggart models. The results of this study were in the first cycle of student activity aspects of visual activities 71.8% (good), aspects of oral activities 69.2% (good criteria), and aspects of listening activities 77% (good). In the second cycle, there was an increase namely the students' activities visual aspects to 83.3% (very good), aspects of oral activities 81.4% (very good), and aspects of listening activities 83.3% (very good). For the final test results, students also experienced an increase. The magnitude of the increase in the percentage of mastery learning from the initial data to the first cycle increased from 46.1% to 69.2%, while from the first cycle to the second cycle an increase from 69.2% to 92.3% of students who completed. Thus, it can be stated that the CORE model can improve student learning outcomes towards social studies learning on the material development of production technology in fourth-grade students at SDN Salamjajar, Cisitu District, Sumedang region.

The CORE Model for Improving students behavior and learning outcomes the production technology development of Social Sciences Learning

Social studies subjects are one of the subjects that are not liked because the learning context is too monotonous containing memorization and readings that make the learning process saturated. This study aims to determine the increase in social studies activities and learning outcomes in the development of production technology by applying the Connecting Organizing Reflecting Extending (CORE) learning model. This study used the Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK) method by Kemmis and Mc.Taggart models. The results of this study were in the first cycle of student activity aspects of visual activities 71.8% (good), aspects of oral activities 69.2% (good criteria), and aspects of listening activities 77% (good). In the second cycle, there was an increase namely the students' activities visual aspects to 83.3% (very good), aspects of oral activities 81.4% (very good), and aspects of listening activities 83.3% (very good). For the final test results, students also experienced an increase. The magnitude of the increase in the percentage of mastery learning from the initial data to the first cycle increased from 46.1% to 69.2%, while from the first cycle to the second cycle an increase from 69.2% to 92.3% of students who completed. Thus, it can be stated that the CORE model can improve student learning outcomes towards social studies learning on the material development of production technology in fourth-grade students at SDN Salamjajar, Cisitu District, Sumedang region.