Implementation of explicit instruction model assisted by teaching aids on student interest, activeness and learning outcomes in grade viii mathematics learning

Abstract

Low student interest and activity, which has an impact on suboptimal mathematics learning outcomes, is a major challenge that necessitates the innovation of more structured and concrete learning strategies. This study aims to describe the effect of applying the explicit instruction model assisted by props on student interest, activeness and learning outcomes in learning mathematics. The method used in this study is a quantitative approach with a correlational descriptive research design to describe and test the correlation between the research variables. The population of this study was all eighth-grade students at SMP Negeri 2 Pasuruan, with a sample of 32 eighth-grade students from class E selected using purposive sampling. The instruments used were learning devices (modules and teaching aids) and data collection instruments (tests, questionnaires, and student activity observation sheets). The results showed that the implementation of the explicit instruction model assisted by teaching aids had an effect on students' interest in learning, student activity, and student learning outcomes in mathematics learning. These findings were evidenced by the very strong correlation coefficients and t-values for the three variables, which consistently exceeded the t-table at a significance level of 5%. These findings confirm that the use of explicit instruction models aided by teaching aids can be a practical solution for educators to create more meaningful mathematics learning that is oriented towards student assistance.