Active learning mathematics

2021 ◽  
pp. 145-185
Keyword(s):  
Active Learning ◽  
Learning Mathematics

scholarly journals PENERAPAN METODE STUDENT ACTIVE LEARNING (SAL) MELALUI MULTI MEDIA POWER POINT UNTUK MENINGKATKAN KEAKTIFAN, KETERAMPILAN BERDISKUSI, DAN HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 6 (1) ◽  
pp. 100
Author(s):  
Rustinah Rustinah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Math Learning ◽  
Learning Mathematics ◽  
Learning Scenarios ◽  
Power Point ◽  
Media Power

The purpose of this study is find math learning scenarios format with active student learning method of learning mathematics by using multimedia power point to determine how much influence can enhance the activity, discuss the skills and student learning outcomes. Subjects examined or samples studied were students who study at grade students geometry IX.2 SMP Negeri 3 Batanghari, East Lampung. This study occurred during the three months using three cycles. The variables measured in the study include the involvement of the student in the learning process, skills in using media power point and student learning outcomes. Conclusions of this research is that it can increase the creativity of teachers using a variety of learning resources and selection methods that can encourage the creation of a learning process student active learning with contextual approach through multimedia. Can enhance the activity, and fun atusiasme students during the learning process, improve students' skills in solving problems and improve learning outcomes, especially the material geometry.

scholarly journals LEARNING SITUATIONS AND ICT SKILLS IN MATHEMATICS IN THE FIRST YEAR OF THE SECONDARY SCHOOL FOR ECONOMICS

2021 ◽  
Vol 18 (1) ◽  
pp. 55-62
Author(s):  
Darinka Žižek
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Everyday Life ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
First Year ◽  
Learning Methods ◽  
School Year ◽  
Learning Mathematics ◽  
The Subject

This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: "Where will we need it?" or "Why do we learn this?" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates. During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated. Keywords: learning situations, collaborative work, active learning methods, mathematics in everyday life, deviation from the established

scholarly journals OPTIMALISASI MEDIA PEMBELAJARAN ONLINE DALAM MENDORONG KEAKTIFAN BELAJAR SISWA PADA KELAS MATEMATIKA [OPTIMIZATION OF ONLINE LEARNING MEDIA TO ENCOURAGE STUDENTS’ ACTIVE LEARNING IN MATHEMATICS CLASS]

2021 ◽  
Vol 5 (1) ◽  
pp. 44
Author(s):  
Misael Hendrivan Pasaribu ◽  
Tanti Listiani
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Learning ◽  
Educational Games ◽  
Sixth Grade ◽  
Learning Activities ◽  
Online Media ◽  
School Students ◽  
Learning Mathematics ◽  
The Impact

<p>The impact of the Covid-19 pandemic requires learning to be done online. That way, the use of technology in the 4.0 era is also needed to be used as an online learning medium. Media that can be used to support online learning are Cisco Webex and educational games such as Quizizz. Observations made by the author of the sixth grade elementary school students show the problem of the lack of active learning of students when participating in online learning. Therefore, the purpose of writing this article is to describe the optimization of online learning media to encourage student learning activities in learning mathematics. The formulation of the problem taken is how to optimize online learning media by teachers in encouraging student learning activities in learning mathematics. The research method used is descriptive qualitative. In addition, in Christian education, teachers must still see each student as the image and likeness of God even though students are less active in participating in online learning. Therefore, teachers still need to pay attention and encourage students to develop and be actively involved in learning. Through the use of Cisco Webex to engage students in discussions and Quizizz to engage students in exercises, students become more active in learning. However, the teacher's efforts have not had an overall impact, so teachers need to understand more about online media and the right features in encouraging student learning activities.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Dampak dari pandemi Covid-19 mengharuskan pembelajaran dilakukan secara online. Dengan begitu, penggunaan teknologi era 4.0 juga diperlukan untuk dijadikan sebagai media pembelajaran online. Media yang dapat digunakan sebagai pendukung dalam pembelajaran <em>online </em>adalah <em>Cisco Webex</em> serta game edukasi seperti <em>Quizizz</em>. Pengamatan yang dilakukan oleh penulis terhadap siswa SD kelas VI menunjukkan masalah kurangnya keaktifan belajar siswa saat mengikuti pembelajaran online. Oleh karena itu, tujuan penulisan artikel ini adalah memaparkan optimalisasi media pembelajaran <em>online</em> untuk mendorong keaktifan belajar siswa di dalam pembelajaran matematika. Rumusan masalah yang diambil adalah bagaimana optimalisasi media pembelajaran <em>online </em>yang dilakukan guru dalam mendorong keaktifan belajar siswa pada pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif.  Selain itu, dalam pendidikan Kristen, guru harus tetap melihat setiap siswa sebagai gambar dan rupa Allah meskipun siswa kurang aktif dalam mengikuti pembelajaran secara <em>online</em>. Oleh karena itu, guru tetap perlu memperhatikan dan mendorong siswa untuk berkembang dan terlibat aktif dalam pembelajaran. Melalui penggunaan <em>Cisco Webex</em> untuk melibatkan siswa dalam diskusi serta <em>Quizizz</em> untuk melibatkan siswa dalam latihan, siswa menjadi lebih aktif mengikuti pembelajaran. Namun upaya guru tersebut belum berdampak secara keseluruhan, sehingga guru perlu memahami lagi media online serta fitur-fitur yang tepat dalam mendorong keaktifan belajar siswa.</p>

scholarly journals Utilization of Information Technology-Based Learning Media for Supporting Active Learning Activities at Middle School (SMP) Negeri 2 Pantai Labu

2020 ◽  
Vol 5 (2) ◽  
pp. 409-413
Author(s):  
MR Syahputra ◽  
Mardiningsih ◽  
Isnaini Halimah Rambe
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Community Service ◽  
Junior High School ◽  
Learning Activities ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Service Activity ◽  
Mathematics And Science

The community service that will be carried out in this research is entitled "The Use of Information Technology-Based Learning Media to Support Active Learning Activities in Junior High School (SMP) Negeri 2 Pantai Labu", with the aim of helping teachers in a more interesting, interactive and learning process. fun. In this service activity, teachers will be equipped with the ability to make teaching materials based on information technology. Not only that, teachers will also be equipped with teaching aids that will support active learning activities in schools that can be used for learning mathematics and science. This activity is expected to increase interest in learning and the achievement of teachers and students at SMP Negeri 2 Pantai Labu.

ACTIVE LEARNING MATHEMATICS HISTORY

PRIMUS ◽  
1997 ◽  
Vol 7 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Richard Jardine
Keyword(s):  
Active Learning ◽  
Mathematics History ◽  
Learning Mathematics

scholarly journals PEMBELAJARAN GROUP TO GROUP EXCHANGE UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Teguh Raharja
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Research Subjects ◽  
Learning Mathematics ◽  
Motivation And Learning ◽  
Learning Mathematic ◽  
Method Group

The purpose of this study was to describe the process of learning mathematics with active learning methods of type Groupto Group Exchange. Group to Group Exchangeis able to increase motivation and learning outcomes in learning mathematic on VIIA class of MTsMa’arif Pekutan Kebumen. Type of this research is classroom action research. Subjects of this study were students of VIIA grade ofMTsMa’arif Pekutan Kebumen as many as 18 student. The object of this study are the motivation and learning outcomes of mathematics with mathematic a llearning method Group to Group Exchange (GGE). The results showedthat the motivation and learning outcomes has increased. This is shown by an increase in the average of motivation percentage of students for each cycle. In the precycle average of student motivation in precentage is 61.40%, and increased to 70.19% in the first cycle. Then in the second cycle increased again became 80.28%. the average of student learning out comeson the precycle is 64.50 with average of completeness 38.88% from 18 students. On the first cycle increased to 73.61 with average of completeness 66.67% and than on the second cycles increased to78.08 with average of completeness 83.33%.

scholarly journals The Development Of Attention, Relevance, Confidence, And Satisfaction (ARCS) Model Based on Active Learning to Improve Students'learning Motivation

2019 ◽  
Vol 10 (1) ◽  
pp. 59-66
Author(s):  
Riska Widya Pratama ◽  
Sudiyanto Sudiyanto ◽  
Riyadi Riyadi
Keyword(s):  
Active Learning ◽  
Research And Development ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Arcs Model ◽  
Qualitative And Quantitative ◽  
Model Based ◽  
Learning Mathematics ◽  
Testing Data ◽  
Practical Model

This research and development aim to: (1) develop a valid and practical model so that it can improve students' motivation in learning mathematics, (2) know the effectiveness of the active learning based ARCS model. This research refers to the stages of research and development from Borg & Gall which has been modified by Sukmadinata into 3 stages, namely preliminary studies, product development, and product testing. Data analysis techniques used are descriptive qualitative and quantitative. The research finds that (1) active learning based on ARCS model is valid and practical to improve students' learning motivation in mathematics learning based on the assessment given by education experts of 77.94% (good category), material experts of 87.14% (excellent category), and practitioners of 96.56% (excellent category). (2) The result of the effectiveness test shows that the developed product is effective in increasing students' learning motivation in mathematics learning based on experimental results which shows p <0.05 on learning motivation which means there are significant differences in students who were taught using the ARCS model based on active learning. 

scholarly journals Learning Activeness Affects the Ability to Understand Students' Mathematical Concepts Using Discovery Learning Model

2020 ◽  
Vol 4 (3) ◽  
pp. 340
Author(s):  
Dian Setyo Budi ◽  
Henry Suryo Bintoro ◽  
Ratri Rahayu
Keyword(s):  
Active Learning ◽  
Observation Time ◽  
Discovery Learning ◽  
Learning Models ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Conceptual Ability ◽  
Design Type ◽  
Written Test ◽  
The One

Learning activeness is a provision that must be possessed by every student in learning mathematics because active learning affects the conceptual ability of students. The problem that was found by the researcher during the observation time was the low student learning activeness so that the students' ability to understand concepts was still low in learning mathematics. The purpose of this study was to analyze how much influence active learning has on the ability to understand mathematical concepts using discovery learning models. This research is a quantitative experiment with the one-shot case study design type. The sample in this study were 40 students of grade V SD. Data collection techniques consisted of a written test of the ability to understand concepts and observation of learning activeness. The data analysis technique in this study includes a simple linear regression test. Based on the research results, it shows that learning activeness has a positive and significant effect of 69.8% on the ability to understand mathematical concepts using discovery learning models. This means that if the higher the student's learning activeness, the higher the results of understanding the students' mathematical concepts.

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