Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

Dina Amsari; I Made Arnawa; Yerizon Yerizon

doi:10.21744/lingcure.v6nS2.2136

Authors

Dina Amsari Doctor Program of Education Science, Universitas Negeri Padang, Indonesia
I Made Arnawa Profesor of Mathematics, Universitas Andalas, Indonesia
Yerizon
yerizon@fmipa.unp.ac.id
Professor of mathematics education, Universitas Negeri Padang, Indonesia

Keywords:

contextual teaching, learning, local instructional, problem-solving skill, sequences, series concept

Abstract

The result of the preliminary research study indicated that the learning trajectory of sequences and series in school textbooks was not able to develop students’ problem-solving ability, the mathematics belief that students were not fostered well. Therefore, it is necessary to design a learning trajectory based on students’ experiences. This research was conducted to produce Local Instructional Theory (LIT) for the sequences and series concept based on Contextual Teaching and Learning (CTL). Theoretical development is driven by an iterative process of designing instructional activities, performing teaching experiments, and conducting retrospective analysis to contribute to local instruction theory on the concept of sequences and series. The subject of this research is students of senior high school in Indonesia. The interview, observation, and distribution of the questionnaire, together with the test were done to get data for this research. The data analysis technique used is descriptive analysis and statistical analysis. Form the research result show that LIT can be used for all students, and help them find concepts and develop students’ thinking ability for problem-solving.

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