DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED ON CONCEPTUAL CHANGE MODEL AND LESH’S TRANSLATION MODEL APPROACHES TO ENHANCE MATHEMATICAL CONCEPT OF LOWER SECONDARY SCHOOL STUDENTS

Abstract

The objectives of this research article were to develop an instructional model based on the conceptual change model and Lech's translation model approaches to enhance the mathematical concept of lower secondary school students. Students had a conceptual idea about the content of mathematics, which was the true understanding to enable teachers to teach mathematics effectively. The research process consisted of 2 phases: 1) Assessing preliminary data to develop the instructional model; 2) Constructing and evaluating the instructional model (R1), including instructional model, manuals for instructional model use, and learning management plan. This research was a research and development. The sample included 5experts in curriculum and evaluation for investigating content validity and appropriateness of tools. Research instruments were the consistency index of instructional model appropriateness and related literature. Data were analyzed by using mean and standard deviations. The results were as follows. The process of the instructional model consisted of 5 stages: 1) Arousing suspicion; 2) Planning for conceptualization; 3) Using various representations for conceptualization;                             4) Summarizing the meaning of a new concept, and 5) Implementation. The instructional model was appropriate at the highest level ( = 4.66, S.D. = 0.51). It is suggested that individuals interested in the instructional model should study its manual thoroughly to achieve the objectives of the model.