The Effectiveness of Using Contextual-Based Interactive Teaching Aids on Students' Mathematical Problem-Solving Skills on Pythagorean Theorem Concepts
Abstract
This study aimed to examine the implementation of contextual-based interactive teaching aids, examine differences in mathematical problem-solving abilities between pretest and posttest, and examine the effectiveness of the use of teaching aids on mathematical problem-solving abilities in the topic Pythagorean Theorem. Quantitative method was employed in this research with one-group pretest-posttest quasi-experimental design at an Islamic junior high school in Banten, Indonesia with 20 students. Research instruments used in this study were validated mathematical problem-solving ability test in essay form (r = 0.841; α = 0.841). Data analysis in this study were done by paired t-test after satisfying the normality test using Shapiro-Wilk. The result of the data analysis is that there is an increase in average score from 32.25 (pretest) to 38.00 (posttest) with significance value of p = 0.024 (p 0.05). From the results obtained, it can be said that the use of contextual-based interactive teaching aids is effective in improving mathematical problem-solving skills of students in the topic Pythagorean Theorem. In this case, contextual learning will assist students to translate abstract concept to concrete forms so that students understand the concepts better and become useful in real life.