THE HYBRID APPROACH OF CONTEXTUAL AND THE POWER OF TWO: EFFECT ON STUDENTS’ MATHEMATICAL CONNECTION, SELFREGULATED LEARNING, AND MATHEMATICAL ACHIEVEMENT

Abstract

This study proposes the hybrid approach of contextual and the power of two. The power of two is
intended to increase the benefit of the cooperative process in contextual learning. This study aimed to
investigate the effect of the proposed approach on three dependent variables, i.e. mathematical
connection ability, self-regulated learning, and learning achievement. This study was a quasiexperimental study with a non-equivalent pre-test- post-test control-group design. The participants were
students of 8th grade from private junior high school in Yogyakarta in 2019. Two classes were selected
and set as experiment and control classes. The experiment class was conducted using the hybrid
approach of contextual and the power of two. The control group was conducted using contextual
approach. There were three dependent variables, namely: mathematical connection, self-regulated
learning, and learning achievement. The data of each variable were collected before (pre-test) and after
(post-test) learning process. The pre-test was performed to check whether two classes were started at
the same level. The data were analyzed using multivariate analysis T2 Hotelling to decide whether the
hybrid approach has effects on the three dependent variables simultaneously. The analysis was
continued using two independent sample t-test to compare two classes each variable separately. It is
found that the hybrid approach of contextual and the power of two is more effective than the contextual
approach in terms of mathematical connection ability and self-regulated learning. However two
approaches have the same effectiveness in terms of learning achievement.