1,720,964 research outputs found
Developing Students\u27 Mathematical Communication Skill in Junior High School with Various Level of Mathematics Achievement through Generative Learning Model
No full textMathematical communication skill was the missing piece of the mathematics education failure puzzle for centuries despite its central role in learning activities. Built on top of other process skills, the skill was the tool to construct a more comprehensive conceptual understanding by learning math from different perspectives, sharpening other cognitive skills, and providing important feedback about students\u27 understanding. This study observed how the students\u27 mathematical communication skill was correlated with the application of the generative learning model and how this correlation was influenced by various level of the school\u27s academic achievement in mathematics. It employed a fractional 2x2-factorial design, careful non-probability sampling combined with simple random sampling to pick 171 students, and a validated and reliable scoring system to measure communication skills. Based on the results, the students\u27 mathematical communication skill significantly correlates with the application of the generative learning model. The use of factorial design revealed that this correlation was more determined by applying the generative learning model, not by the level of schools\u27 or students\u27 mathematics achievement. Teachers should be more optimistic about using generative learning models to improve mathematical communication skills, even in classes with lower mathematics achievement levels
Pengembangan Modul Ajar Berdiferensiasi Berbasis Kurikulum Merdeka dengan Pendekatan Pendidikan Matematika Realistik
Full text linkThis research is development research and aims to produce a teaching device in the form of an emancipated curriculum-based module with a realistic mathematics education approach that is valid, practical, and effective. This research employs the 4- D development model conducted on the seventh grade students at SMPN 1 Kwandang, North Gorontalo Regency, in the first semester of the academic year 2022/2023. The results indicate that the quality of the developed product meets the criteria of validity, practicality, and effectiveness. This is proven by the validation results for the teaching module, where the average score given by the validators is 96.8%, indicating that it is categorized as highly valid. The analysis of the practicality aspect during the small-scale trial yielded scores ranging from 81% to 100%, meeting the criteria of being highly practical. The large-scale trial also indicates an average score of 100% with a highly practical rating. The effectiveness aspect was analyzed based on the students learning test results, which had an average score of 92.0%. In conclusion, with a realistic mathematics education approach, the emancipated curriculum-based mathematics teaching module is valid, practical, and effective for algebra material in seventh grade at SMPN 1 Kwandang.
Efektivitas Multimedia Interaktif Berbasis Smartphone untuk Pembelajaran Matematika dengan Tatap Muka Terbatas
Full text linkThis research is a type of research and development that aims to develop and test the effectiveness of using smartphone-based interactive multimedia products using smart apps creator (SAC), which was developed through the development of the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects were teachers and students of class X IPA 1 SMAN 4 Gorontalo, as many as 28 students. The product is considered suitable for use based on the validity criteria from the assessment of the material, media, and learning design experts. The product is also considered effective based on the learning outcomes of students with a one-group pretest-posttest experimental design. From the results of statistical analysis with the paired sample T-test where the value of is 12,560 and the value of is 2,05183, then . So, the hypothesis that there are differences in learning outcomes before using the product and after using the multimedia product is accepted. Then the effectiveness category is determined through the gain score test with the average gain score of 0.62 with a moderate classification and for the average percentage gain score of 62.25% with a fairly effective category
The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability
Full text linkThis study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning
Implementing Discovery Leraning to Improve Students’ Mathematics Achievement on Linear Equations and Inequalities in One Variable
No full textThe difficulties often experienced by students in learning linear equations and inequalities are caused by the lack of student involvement in the process of understanding the meaning behind symbols, algebraic forms, and learning models that are less suitable for the conditions of students who are still dominated by teachers. The mismatch between the learning model and students' needs will later have an impact on learning outcomes. This study aims to improve students' mathematics learning outcomes through the Discovery Learning model on the subject of linear equations and inequalities of one variable in Class VII-1 MTs Al-Khairaat Kwandang. This study is classroom action research (CAR) with qualitative research methods. The subjects in this study were all 25 students of class VII-1 MTs Al-Khairaat Kwandang. Data collection techniques were carried out through observation and essay tests. The results of the study showed that in cycle I the learning activities were quite good with student learning completeness of 40% (cognitive), 42% (affective), and 45% (psychomotor). In Cycle II, the learning activities reached the good and very good categories. Learning outcomes showed a significant increase where cognitive mastery increased to 84%, affective 84%, and psychomotor 83%. So it can be concluded that the Discovery Learning learning model has proven effective in improving the mathematics learning outcomes of class VII-1 students at MTs Al-Khairaat Kwandang.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA PADA MATERI SPLDV
No full textPenelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi matematis siswa dalam memahami konteks permasalahan dan menerapkannya ke dalam model matematika yang relevan. Model Problem Based Learning (PBL) dipilih karena menekankan pada pemecahan masalah nyata yang dapat meningkatkan kemampuan berpikir kritis dan literasi matematis siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model PBL terhadap kemampuan literasi matematis siswa pada materi SPLDV. Metode penelitian yang digunakan adalah eksperimen dengan desain true experimental tipe pretest-posttest control group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Suwawa tahun ajaran 2024/2025 dengan teknik random sampling, yaitu kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol. Instrumen penelitian berupa tes uraian kemampuan literasi matematis yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menggunakan uji normalitas, homogenitas, dan uji-t menunjukkan bahwa nilai rata-rata posttest siswa yang diajar dengan model PBL (74,888) lebih tinggi dibandingkan dengan pembelajaran konvensional (66,750). Nilai t hitung = 2,993 > t tabel =1,674 pada taraf signifikansi 0,05, sehingga dapat disimpulkan bahwa terdapat pengaruh signifikan model Problem Based Learning terhadap kemampuan literasi matematis siswa
The Effect of Canva-Assisted Problem Based Learning Model to Improve Learning Outcomes: A Case on Data Presentation
Full text linkMathematics is an important subject as it enhances critical thinking, problem-solving skills, and contributes to the advancement of science and technology. However, many students perceive it as a difficult subject, which hinders their interest and performance in learning mathematics. Traditional teacher-centered teaching methods and the lack of engaging learning media contribute to this issue. The purpose of this study is to examine the difference in learning outcomes between students taught using the Problem-Based Learning (PBL) model assisted by interactive media Canva and those taught using the Inquiry-Based Learning (IBL) model assisted by interactive media Canva, focusing on data presentation material in seventh-grade students at MTs. Negeri 1 Bone Bolango. This study employed an experimental research method with a Post-test Only Control Group Design. Two treatment groups were used: the experimental group and the control group. The research participants were 24 students from class VII.2 and 23 students from class VII.3. Data were collected through posttests. The intervention involved using the PBL model integrated with Canva as an interactive learning tool. The results were analyzed using paired sample t-tests to determine significant differences in learning outcomes. The results indicate a significant improvement in students' learning outcomes after the implementation of the PBL model with Canva assistance. The average posttest score increased from 52,17 to a higher value, suggesting better understanding and engagement. In conclusion, the use of the Canva-assisted PBL model effectively improves students' learning outcomes in mathematics, particularly in data presentation topics. This approach can serve as a valuable tool to promote active, student-centered learning in mathematics education
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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