THE EFFECTIVENESS OF THE MODEL OF MEANINGFUL TEACHING INTEGRATING CHARACTER EDUCATION IN IMPROVING ATTITUDE AND MATHEMATIC PROBLEM SOLVING ABILITY
DOI:
https://doi.org/10.61841/071eqf64Keywords:
Meaningful Teaching, Character Education, Attitude, Mathematic Problem SolvingAbstract
The implementation of the Model of Meaningful Teaching Integrating Character Education (MTICE Model) supports one of the educational programs in Indonesia, which requires the learning environment to be integrated with character education in all subject matters. The main objective of the MTICE Model is to enhance students’ active involvement in teaching-learning processes and simultaneously to improve their mathematics learning achievement. This research aims to investigate the effectiveness of the MTICE Model in improving students’ attitude and mathematical problem-solving ability. It is a quasi-experiment involving one control group and one experimental group. The control group was taught by using the conventional teaching model, while the experimental one was taught by using the MTICE Model. The research sample of madrasah tsanawiyah (MTs) was established using the convenience sampling technique. The data were collected using a mathematic problem-solving ability test and a student attitude questionnaire. The data were analyzed using the one-way ANOVA at the significance level, and the finding shows that the implementation of the MTICE Model is effective in improving students’ learning achievement in attitude and mathematical problem-solving ability. Therefore, it is suggested that the MTICE Model be used in mathematics teaching-learning processes.
Downloads
References
Republik Indonesia (2003). Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Rukiyati, R. (2013). Urgensi Pendidikan Karakter Holistik Komprehensif Di Indonesia. Jurnal Pendidikan
Karakter, (2), 120651.
Zurqoni, Z., Retnawati, H., Arlinwibowo, J., & Apino, E. (2018). Strategy and implementation of character
education in senior high schools and vocational high schools. Journal of Social Studies Education
Research, 9(3), 370-397.
Jonassen, D. H., & Strobel, J. (2006). Modeling for meaningful learning. In Engaged learning with emerging
technologies (pp. 1-27). Springer, Dordrecht.
Hossain, A., & Tarmizi, R. A. (2013). Effects of cooperative learning on students’ achievement and attitudes in
secondary mathematics. Procedia-Social and Behavioral Sciences, 93, 473-477.
Bostic, J. D., Pape, S. J., & Jacobbe, T. (2016). Encouraging sixth-grade students’ problem-solving performance
by teaching through problem solving. Investigations in Mathematics Learning, 8(3), 30–58.
Santos-Trigo, M., & Reyes-Martinez, I. (2019). High school prospective teachers’ problem-solving reasoning
that involves the coordinated use of digital technologies. International Journal of Mathematical Education
in Science and Technology, 50(2), 182-201.
Ahdhianto, E., Marsigit, Haryanto, & Santi, N. N. (2020). The effect of metacognitive-based contextual learning
model on fifth-grade students’ problem-solving and mathematical communication skills. European
Journal of Educational Research, 9(2), 753-764. https://doi.org/10.12973/eu-jer.9.2.753
Effendi, L. A. (2012). Pembelajaran matematika dengan metode penemuan terbimbing untuk meningkatkan
kemampuan representasi dan pemecahan masalah matematis siswa SMP. Jurnal Penelitian
Pendidikan, 13(2), 1-10.
Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity
Studies, 3(2), 23-32.
Kosim, M. (2012). Urgensi pendidikan karakter. KARSA: Journal of Social and Islamic Culture, 19(1), 84-92.
Sahroni, D. (2017). Pentingnya pendidikan karakter dalam pembelajaran. In Prosiding Seminar Bimbingan Dan
Konseling, 1(1), 115-124. Pendidikan, 9(3).
Lickona, T., & Davitson, M. (2005). Smart & good high schools: Integrating excellence and ethics for success
in school, bork, and Beyond. Center for the 4th and 5th Rs (Respect and Responsibility). Washington,
D.C. Character Education Partnership: State University of New York College at Cortland
Islam, S. (2017). Karakteristik pendidikan karakter; menjawab tantangan multidimensional melalui
implementasi Kurikulum 2013. Edureligia; Jurnal Pendidikan Agama Islam, 1(1), 89-100.
Alfarisy, F., & Baptist, K. J. (2017, November). The Importance of Character Education: Comparison of the
Implementation of Character Education in Uganda and Indonesia. In International Conference on
Education (Vol. 1, No. 1).
Salafudin. (2013). Pendidikan karakter melalui pendidikan matematika. Jurnal Penelitian, 10(1), 63-76.
Republik Indonesia. (2017). Peraturan Presiden Nomor 87 Tahun 2017 tentang Penguatan Pendidikan Karakter
(PPK).
Tim Pusat Penilaian Pendidikan. (2019). Model Penilaian Pendidikan Karakter. Jakarta, Pusat Penilaian
Pendidikan.
Suyitno, H. (2019). Integration of Character Values in Teaching-Learning Process of Mathematics at
Elementary School of Japan. International Journal of Instruction, 12(3), 781-794.
Nursanti, B. Y., Rochsantiningsih, D., Joyoatmojo. S., & Budiyono. (2016). Mathematics education model in
Indonesia through inquiry-based realistic mathematics education approach to improve character.
International Journal of Education and Research, 4(9).323-332.
http://www.ijern.com/journal/2016/September-2016/28.pdf
Furqon, H. (2010). Pendidikan karakter: Membangun peradaban bangsa. Surakarta: Yuma Pustaka.
Fardian, R. F. (2011). Implementasi pendidikan berkarakter di SMA negeri 3 semarang (Doctoral dissertation,
Universitas Negeri Semarang).
Marzuki. (2015). Pengintegrasian pendidikan karakter dalam pembelajaran di sekolah. Jurnal Pendidikan
Karakter, 2(1), 33-44.
Irfan, M. (2017, May). Role of Learning mathematics in the character building. In Proceedings International
Conference on Education (pp. 599-604).
Hudha, A. M., Ekowati, D. W., & Husamah, H. (2014). Character Education Model in Mathematics And
Natural Scinces Learning At Muhammadiyah Junior High School. International Journal of Education,
Learning & Development, 2(4), 33-47.
Susanti, E. L., Sukestiyarno, Y. L., & Sugiharti, E. (2012). Efektivitas Pembelajaran Matematika Dengan
Metode Problem Posing Berbasis Pendidikan Karakter. Unnes Journal of Mathematics Education, 1(1).
Falkenberg, T., & Noyes, A. (2010). Conditions for linking school mathematics and moral education: A case
study. Teaching and Teacher Education, 26(4), 949-956.
Dewey, J. (2001). Democracy and education: A penn state electronic classics series publication. Pennsylvania:
The Pennsylvania State University.
Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High
School Journal, 82(1), 35-42. http://www.jstor.org/stable/40364708
Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and
corporations. Routledge.
Novak, J. D. (2011). A theory of education: Meaningful learning underlies the constructive integration of
thinking, feeling, and acting leading to empowerment for commitment and responsibility. Meaningful
Learning Review, 1(2), 1-14.
Novak, J. D. (2013). Meaningful learning is the foundation for creativity. Universidad de La Laguna: Servicio
de Publicaciones.
Kaharuddin, A. (2018). Effect of Problem Based Learning Model on Mathematical Learning Outcomes of 6th
Grade Students of Elementary School Accredited B in Kendari City. International Journal of Trends in
Mathematics Education Research, 1(2), 43-46. doi:10.33122/ijtmer. V 1i2.14
Willis, J. (2010). Learning to love math: teaching strategies that change student attitudes and get results.
Alexandria, Virginia. ASCD.
Allen, B., & Johnston-Wilder, S. (Eds.). (2004). Mathematics education: Exploring the culture of learning.
Psychology Press.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional
strategies to improve student achievement (Vol. 45). Teachers College Press.
Lestari, I. (2015). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Formatif: Jurnal
Ilmiah Pendidikan MIPA, 3(2).
Gazali, R. Y. (2016). Pembelajaran matematika yang bermakna. Math Didactic: Jurnal Pendidikan
Matematika, 2(3), 181-190.
Silva, C. C. D., Oliveira, A. K. S. D., Egry, E. Y., Neto, L., de Andrade, E., Anjos, U. U. D., & Silva, A. T. M.
C. D. (2013). Constructing a Gowin's V diagram to analyze academic work in Nursing. Revista da Escola
de Enfermagem da USP, 47(3), 709-713.
Ausubel, D. P. (1961). In defense of verbal learning. Educational Theory, 11(1), 15-25.
Kinchin, I., & Hay, D. (2005). Using concept maps to optimize the composition of collaborative student groups:
a pilot study. Journal of Advanced Nursing, 51(2), 182-187.
Degeng, N. S. (2013). Ilmu pembelajaran: Klasifikasi variabel untuk pengembangan teori dan
penelitian. Bandung: Aras Media.
Zurita, G., Hasbun, B., Baloian, N., & Jerez, O. (2015). A blended learning environment for enhancing
meaningful learning using 21st century skills. In Emerging Issues in Smart Learning (pp. 1-8). Springer,
Berlin, Heidelberg.
Sailin, S. N., & Mahmor, A. N. (2018). Improving student teachers’ digital pedagogy
hrough meaningful learning activities. Malaysian Journal of Learning and Instruction, 15(2), 143–173.
Marsigit, M. (2016). Pembelajaran matematika dalam perspektif kekinian. Math Didactic: Jurnal Pendidikan
Matematika, 2(3), 132-141.
Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance:
Does the teacher attitude matter. Journal of Education and Practice, 4(3), 132-139.
Sutikno, M. S. (2007). Menggagas Pembelajaran Efektif dan Bermakna. Cetakan kedua. Mataram. NTP Press.
Kinerja.
Khan, Y. (2010). Pendidikan karakter berbasis potensi diri. Yogyakarta: Pelangi Publishing.
Mulyasa, E. (2013). Pengembangan dan implementasi kurikulum 2013: kerubahan dan pengembangan
kurikulum 2013 merupakan persoalan penting dan genting. Jakarta: Bumi Akasara.
Akbar, E. (2015). Pendidikan islami dalam nilai-nilai kearifan lokal didong. Al-Tahrir: Jurnal Pemikiran
Islam, 15(1), 43-65.
Sudrajat, A. (2011). Mengapa Pendidikan Karakter.? Jurnal Pendidikan Karakter, 1(1).
Zuchdi, D., Prasetya, K. Z., & Masruri, S. M. (2010). Pengembangan model pendidikan karakter terintegrasi
dalam pembelajaran bidang studi di Sekolah Dasar. Jurnal Cakrawala Pendidikan, 1(3).
Lickona, T. (1999). Character education: Seven crucial issues. Action in Teacher Education, 20(4), 77-84.
Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. The Journal of
Humanistic Counseling, 39(1), 32-40.
Sukestiyarno, Y. L., Cahyono, A. N., & Pradnya, I. N. (2019, October). Integrating character education in
mathematics learning in Indonesia and Denmark. In Journal of Physics: Conference Series (Vol. 1321,
No. 3, p. 032014). IOP Publishing.
Dalimunte, A. A. R. (2015). Strategi dan implementasi pelaksanaan pendidikan karakter di SMP N 9
yogyakarta. Jurnal Pendidikan Karakter, Tahun V, Nomor 1, April 2015, 102-111.
Saidek, A. R., & Islami, R. (2016). Character Issues: Reality Character Problems and Solutions through
Education in Indonesia. Journal of Education and Practice, 7(17), 158-165.
Retnawati, H., Apino, E., & Anazifa, R. D. (2018). Impact of character education implementation: A goal-free
evaluation. Problems of Education in the 21st Century, 76(6), 881-899.
Rindrayani, S, R (2020). The implementation of character education in indonesia high school curriculum
program. Universal Journal of Educational Research 8(1): 304-312, 2020.
Abdi, M. I. (2018). The Implementation of Character Education in Kalimantan, Indonesia: Multi Site
Studies. Dinamika Ilmu, 18(2), 305-321.
Whitehead, A. N. (1952). The aim of education and others essays. USA: New American Library
Ajzen, I., & Fishbein, M. (1970). The prediction of behavior from attitudinal and normative variables. Journal
of experimental social Psychology, 6(4), 466-487.
Koyuncu, B., & Dönmez, P. (2018). Predictive Value of Sense of Self-Efficacy and Attitudes of High School
Students for Their Resistance to Mathematics. Universal Journal of Educational Research, 6(8), 1629-
1636.
Hanin, V., & Van Nieuwenhoven, C. (2016). The influence of motivational and emotional factors in
mathematical learning in secondary education. European Review of Applied Psychology, 66(3), 127-138.
Myers, D. G. (1993). Social Psychology (4th ed.). New York: McGraw-Hill.
Eskici, M., Ilgaz, G., & Aricak, O. T. (2017). Development of Mathematics Course Attitude Scale: A
Preliminary Study of Validity & Reliability. Universal Journal of Educational Research, 5(n12A), 63-
70.
Gunarti, E. (2017). Hubungan Antara Kreativitas, Kemampuan Numerik dan Sikap Siswa terhadap Pelajaran
Matematika dengan Prestasi Belajar Matematika Siswa Kelas VIII SMP Negeri se-Kecamatan
Pundong. UNION: Jurnal Ilmiah Pendidikan Matematika, 5(1), 1-10.
Hartati, L. (2015). Pengaruh gaya belajar dan sikap siswa pada pelajaran matematika terhadap hasil belajar
matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(3).
NCTM). (2000). Principles and standards for school mathematics (Vol. 1). National Council of Teachers of
Mathematics Polya. (1973). How to Solve it, Second Edition. Princeton. New Jersey Princeton University Press.
Anderson, J. (2009). Mathematics curriculum development and the role of problem solving. In K. School (Ed.),
Proceedings of 2009 Australian Curriculum Studies Association National Biennial Conference.
Curriculum: A National Conversation (pp. 1-8). Australian Curriculum Studies Association.
Ernest, P. (2015). The social outcomes of learning mathematics: Standard, unintended or visionary?
International Journal of Education in Mathematics, Science and Technology, 3(3), 187-192.
Kemendiknas. (2010). Rencana induk pengembangan pendidikan karakter bangsa. Kementrian Pendidikan
Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum.
Phoong, S. Y., Phoong, S. W., & Phoong, K. H. (2020). The Effectiveness of Frog Virtual Learning
Environment in Teaching and Learning Mathematics. Universal Journal of Educational Research, 8(3B),
16-23.
Hadi, S., & Radiyatul, R. (2014). Metode pemecahan masalah menurut polya untuk mengembangkan
kemampuan siswa dalam pemecahan masalah matematis di sekolah menengah pertama. EDU-MAT:
Jurnal Pendidikan Matematika, 2(1).
Retnawati, H. (2016). Validitas Reliabilitas dan Karakteristik Butir. Yogyakarta: Parama publising.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis. Prentice-Hall.
Wright, P. (2001). School-based issues and appropriate technology. In R. C. Wicklein (Ed.), Appropriate
technology for sustainable living: ITEA 50th yearbook (pp. 133– 152). International Technology
Education Association.
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2019). Using inquiry-based laboratory instruction
to improve critical thinking and scientific process skills among preservice elementary teachers. Eurasian
Journal of Educational Research, 80, 151-170. https://doi.org/10.14689/ejer.2019.80.8
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
