Effectiveness of integrative learning models in improving understanding of mathematical concepts

Abstract

This research is whether the integrative learning model is effective in increasing understanding of mathematical concepts. The integrative learning model is intended to practice critical thinking skills and develop a deep understanding of building systematic knowledge simultaneously using a variety of thinking skills. The pretest-posttest control group design was used in the quasi-experimental design of this study. This research was conducted in Senior High School (SHS) 6 Kendari class XI.2 as an experimental class and XI.4 as a control class. The experimental class is taught the integrative learning model, while the control class is taught by the direct learning model. The results of this study are: (1) the integrative learning model can increase the average value of students ‘understanding of mathematical concepts from $$ = 60.56 to $$ = 77.61 and the average understanding of students’ mathematical concepts increases from $$ = 60.11 to $$ = 68.87 with direct learning models, (2) integrative and direct learning models are effective in increasing understanding of mathematical concepts, and (3) integrative learning models are more effective in improving understanding of mathematical concepts compared to direct learning models.