Constructivism Approach to Improve Students’ Achievement and Motivation in Learning Mathematics

Abstract

This study aims to describe the effectiveness of learning based on a constructivist approach and the effectiveness of learning based on a constructivist approach compared to conventional learning commonly applied at schools to improve students' achievement and motivation in learning mathematics in junior high school. This study is a quasi-experiment with a pretest-posttest nonequivalent group design. The samples were randomly determined to select one class as an experimental class and one class as a control class. To test the effectiveness of learning based on a constructivist approach, the one-sample t-test was used. Then, to test the effectiveness of learning based on a constructivist approach than hands-on learning, the MANOVA was carried out and then continued by the t-Benferroni test. The data were analyzed using the normalized gain score to describe the increase. The results showed that learning based on constructivist approaches and conventional learning that teachers implemented in schools is effective, then learning based on a constructivist approach is more effective than conventional learning. Based on a constructivist approach, the average normalized gain score is higher than improving students' achievement and motivation in learning mathematics in junior high school.