The effectiveness of mathematics learning devices using learning models Interactive Conceptual Instruction (ICI) for junior high school students

Abstract

The mandate of the 2013 curriculum states that mathematics subjects aim to make students able to understand concepts. Teachers can plan learning by arranging appropriate learning tools so that students are able to understand the concept. One learning model that emphasizes the concept is the learning model Interactive Conceptual Instruction (ICI). This study aims to determine the effectiveness of mathematics learning tools using thelearning model Interactive Conceptual Instruction (ICI). This study uses the ADDIE development model which consists of five stages, namely analysis, design, development, implementation, and evaluation. Field trials were conducted in five meetings in class VII-B of SMPIT Nurul Fikri Boarding School Aceh. In determining the effectiveness of learning tools, this study uses Nieveen’s criteria. The development results show that the learning device developed using the Interactive Conceptual Instruction (ICI) is effective. The effectiveness is known based on the test of student learning outcomes with a minimum completeness of 85% and the positive response of students to learning using the ICI model. Thus, the learning device using the ICI model is suitable for use by teachers in learning, especially on social arithmetic material at the junior high school level.