Open AccessA comparative study: Multimedia interactive use on contextual and cooperative approaches in increasing mathematical understanding
Author(s) -
Iman Nasrulloh,
Dian Rahadian,
Nizar Alam Hamdani,
Kuntum Annisa Imania,
P B R Rikaldi
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1987/1/012015
Subject(s) - comprehension , class (philosophy) , mathematics education , key (lock) , computer science , cooperative learning , multimedia , teaching method , psychology , artificial intelligence , computer security , programming language
Students’ abilities are not limited to just knowing the mathematics theory and concepts, but a deeper understanding needs to be had by students. The characteristic of contextual and cooperative approaches have distinct advantages. The study tries to quantify achieving contextual and cooperative approaches by using multimedia interactive in improving student math comprehension. Research shows increased student’s mathematics comprehension over contextual classes 0,71 in the high category and the cooperative class 0,38 in the moderate category. Increased mathematical understanding of students with classes uses a contextual approach higher than the class that uses a cooperative approach. The primary key of the contextual approach can link lesson materials with the real world or student experience. A cooperative approach requires students’ characteristics in high-level activity, learning skills, and great learning motivation.