Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 983–994

DOI: 10.18502/kss.v9i13.16024

Rizki Dwi Pangestutirizkidwipangestuti24@gmail.comUIN Sunan Gunung Djati Bandung, Indonesia

Nunung SobarningsihUIN Sunan Gunung Djati Bandung, Indonesia

Hamdan SugilarUIN Sunan Gunung Djati Bandung, Indonesia

This research is quasi-experimental research conducted to improve students’s mathematical connection skills, one of which is through the use of attention, relevance, confidence, and satisfaction (ARCS) models. The purpose of this study was to determine (a) the description of the process of students and teachers in learning mathematics using the ARCS learning model, (b) differences in the improvement of mathematical connection skills between students using the ARCS learning model and students using conventional learning, (c) student responses to mathematics learning using the ARCS learning model. The data were obtained using a test research instrument in the form of mathematical connection skills and nontest questions, namely student response questionnaires to learning using the ARCS learning model. This research was conducted at SMPN 3 Bandung City with a sample of class VIII-6 as a control class and class VIII-7 as an experimental class on statistical material. Based on the results of research and processing of n-gain data, obtained: (a) the description of the learning process of teachers and students on statistical material using the ARCS learning model is in the very good category; (b) there are differences in the improvement of mathematical connection skills between students who use the ARCS learning model and students who use conventional learning; (c) most of the students who received learning using the ARCS learning model responded positively to learning mathematics using the ARCS learning model.

Keywords: ARCS learning model, mathematical connection

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