Learning with the Knisley Mathematics Model: an experiment on Learning Outcomes as Observed Through Student Learning Interest

Abstract

This study aims to determine the learning that provides better learning outcomes between determining the Knisley mathematics learning model and the expository learning model in terms of student learning interest. This research is a pseudo-experimental research with 2x3 factorial design. The population in this study were seventh grade students of SMPN 1 Pringsewu TA. 2023/2024 which is divided into five classes with sampling using cluster random sampling technique consisting of class VII.4 as the experimental class and class VII.2 as the control class. The data collection techniques used are test techniques and questionnaire techniques. Analyzed by two-way variance analysis test with unequal cells with prerequisite tests, namely normality test and homogeneity test. The results of this study showed that: (1) Learning using the Knisley mathematics model has higher learning outcomes than the expository model; (2) Students with high learning interest have higher learning outcomes than students with moderate learning interest and students with moderate learning interest have higher learning outcomes than students with low learning interest. (3) In each learning and in each category of learning interest, there is no interaction between the two, so the results follow the first and second conclusions. Thus, it can be concluded that the Knisley mathematics learning model is better than the expository learning model and students with higher learning interest categories have higher learning outcomes, and vice versa.