The implementation of thinking actively in a social context learning model to improve the ability of mathematical literacy and self-efficacy of junior high school students

Abstract

The TASC learning model emphasizes on the process of thinking and acting, so that the students can feel and grow the desire to learn and know the purpose of learning activities undertaken. Students' literacy skills in formulating, applying, and interpreting problems in everyday life need to be developed to cope with community changes. That ability involves self-confidence derived from self-efficacy. Thus, the purpose of this study is to compare the improvement and the achievement of self-efficacy of the students with two models of learning in one of junior high school in Indonesia. The experimental class used the TASC learning model and the control class used the usual learning model which is scientific approach. Each class has 30 participants. Based on the result of the study, the improvement and the achievement of self-efficacy of students with TASC learning model are significantly better than the students with the usual learning model. The experimental class students are used to explain the problem-solving step with the reason or the form of a detailed representation, while the control class does not describe it completely so it is more often forgotten to include a unit of length or unit area in the answer.