Reciprocal Teaching and Certainly of Response Index Learning Model Impact of Mastery Mathematics on Curriculum 2013
Authors:   Universitas Islam Negeri Raden Intan Lampung, Maskur Ruhban , Suherman Suherman ,   Negeri Raden Intan Lampung, Indonesia, Andari Tri ,   Universitas PGRI Madiun, Indonesia, Dermawan Oki , Anggoro Bambang Sri ,   Universitas Islam Negeri Raden Intan Lampung, Indonesia,   Universitas Islam Negeri Raden Intan Lampung, Indonesia
Published: July 2022

The problem and the aim of the study. In mathematics, the concept of mathematical mastery is essential. However, students' conceptual mastery of mathematics in curriculum 2013 (K-13) remains deficient. As a result, teachers must emphasize mathematical mastery in their instruction. Learning mathematics in a classroom, on the other hand, continues to face several challenges, including students' perceptions that mathematics is complex and uninteresting. Furthermore, mathematics performance scores in PISA lower than the OECD average. To tackle this phenomenon, improved mastery mathematics can be achieved using the Certainly of Response Index (CRI) and Reciprocal teaching (RT) learning models. Furthermore, this study aimed to compare the learning models of CRI and RT to mastery of mathematics, then determine which of the two learning models is more effective at improving students' mathematical mastery. Research methods. This method used is a quasi-experiment using a nonequivalent control group design. Essay questions were used with the angles and triangles material in both the pretest and post-tests. Cluster random sampling was used in this study to select participants at Secondary School Darul 'Amal of Metro, Lampung, Indonesia, consisting of 33 students’ both experimental class I (CRI learning model) and experimental class II (RT learning model). A t-test was used to test the hypothesis using statistical analysis SPSS software 25 and effect size to perform the learning model's effectiveness. Results. To test for normality and homogeneity, a significance level (α) of 0.05 should be used when conducting hypothesis testing. The average pretest and posttest scores of 50.17 and 82.23, respectively, in experiment 1 and 2. The normality and homogeneity of the pretest and posttest in both teaching model experiment class I and experiment class II are acceptable. The application of experiment I and Experiment II with sig value was 0.220 and 0.133, respectively, this indicates that the sample was drawn from a normally distributed population with a level of significance of 0.05. Using Levene's homogeneity of variance test, the angle and triangle test data were normally distributed, with a sig value of 0.517 for pretest and post-test was 0.531, the highest value above the 0.05. Based on the hypothetical test analysis, that tcalculate > ttable (3.86 > 1.99) indicates differences between the learning models used in experiments I and II. Additionally, the effect size score was 0.88 with high criteria. In conclusion, the CRI learning model and the RT learning model differ in mathematical mastery. The Effect Size test result was 0.88 in the high category. Based on the results, the CRI model has a greater impact on math mastery than the RT models. It is concluded that the CRI model can be used as an alternative solution for teaching and learning.