The Tablet Motivating Mathematics Learning in High School

2014 ◽  
pp. 42-51
Author(s):  
Carlos Fernando Araujo ◽  
Eduardo Jesus Dias ◽  
Marcos Andrei Ota
Keyword(s):  
High School ◽  
Mathematics Learning

Pengembangan Perangkat Pembelajaran Matematika Model Pembelajaran Berbasis Masalah untuk Meningkatkan Kualitas Proses dan Hasil Belajar di SMP

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri
Keyword(s):  
High School ◽  
Small Group ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Research Use ◽  
Large Group ◽  
Statistics And Probability ◽  
Group Trial

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika untuk sekolah menengah pertama yaitu kurikulum Silabus, Rencana Pembelajaran dan Lembar Kerja Siswa 2013 tentang statistik dan probabilitas dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan model pengembangan oleh Borg dan Gall yang dimodifikasi oleh Sugiyono (2008) melalui langkah-langkah: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; (4) validasi desain; (5) revisi desain; (6) uji coba kelompok kecil; (7) revisi produk; (8) uji coba kelompok besar; (9) revisi produk. Pada tahap potensi dan masalah, para peneliti melakukan analisis potensi dan masalah. Kemudian, peneliti mengumpulkan data yang diperlukan sebagai referensi untuk desain perangkat pembelajaran matematika yang akan dikembangkan. Desain perangkat pembelajaran yang telah dikembangkan kemudian divalidasi oleh tiga validator dan direvisi berdasarkan saran validator. Hasil perancangan perangkat pembelajaran kemudian diujicobakan dalam uji coba kelompok kecil yang subjeknya 8 siswa kelas VII SMP Negeri 23 Pekanbaru. Setelah dicoba dalam uji coba kelompok kecil, kemudian direvisi berdasarkan kuesioner dari siswa yang mengikuti uji coba kelompok kecil. Setelah itu, para peneliti melakukan uji coba dalam kelompok besar yang subjeknya adalah 39 siswa kelas VII SMP Negeri 23 Pekanbaru, direvisi lagi dan disempurnakan. Berdasarkan hasil analisis dan diskusi data, perangkat pembelajaran yang telah dikembangkan valid yang nilai untuk Silabus adalah 3,39, rata-rata nilai untuk 5 Rencana Pelajaran adalah 3,41. Nilai rata-rata untuk 5 Lembar Kerja Siswa adalah 3,34. Lembar Kerja Siswa yang telah dikembangkan adalah persyaratan praktis yang memenuhi syarat untuk digunakan oleh siswa sekolah menengah pertama.   This research aimed to develop mathematics learning device for junior high school that are Syllabus, Lesson Plan and Students Worksheet curriculum 2013 on statistics and probability by used problem based learning model. This research use development model by Borg and Gall modified by Sugiyono (2008) through the steps : (1) potentials and problems; (2) data collection; (3) design product; (4) validation of design; (5) revision of design; (6) small group trial; (7) revision of product; (8) large group trial; (9) revision of product. At potentials and problems stage, the researchers conducted analysis of potentials and problems. Then, researchers collect the necessary data as reference to design of mathematics learning device that will be developed. Design of learning device that had been developed then validated by three validators and revised based on validator suggestion. The result of learning device design and then try out in small group trial which subjects are 8 students of VII SMP Negeri 23 Pekanbaru. After try out in small group trial, then it revised based on questionnaire from the students who take the small group trial. After that, the researchers conducted try out in large group trial which subjects are 39 students of VII SMP Negeri 23 Pekanbaru, revised again and refined. Based on result of data analysis and discussion, learning device that had been developed is valid which value for Syllabus is 3,39, the average of value for 5 Lesson Plan are 3,41. The average of value for 5 Students Worksheet are 3,34. Students Worksheet that had been developed is qualify practical requirement to used by students of junior high school.

scholarly journals Development of algebraic domino games in mathematics learning based on ICT in junior high school

2021 ◽  
Vol 1806 (1) ◽  
pp. 012076
Author(s):  
U Umbara ◽  
Munir ◽  
R Susilana ◽  
E F W Puadi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning

scholarly journals The Mathematics Learning Attributes Valued by Students in Eastern China

2020 ◽  
pp. 209653112093024
Author(s):  
Hengjun Tang ◽  
Wee Tiong Seah ◽  
Qiaoping Zhang ◽  
Weizhong Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Eastern China ◽  
Principal Component ◽  
School Students ◽  
And Control ◽  
Senior High School Students

Purpose: Research has confirmed that students’ mathematics values significantly affect their mathematics learning. Accordingly, understanding how students’ values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students’ learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown–Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed different degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students’ values. Originality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students’ values undergo changes in the course of their schooling are important information for educators seeking to foster students’ learning.

scholarly journals The Effect of Workshop Training Method and Electronic Teaching Method on Mathematics Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Azam Safari ◽  
Zahra Hosseini
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Math Learning ◽  
Electronic Content ◽  
Experimental Group

The present study with the aim to investigate the effect of training by using of electronic content and workshop method on math learning of high school students of eighteen region of Tehran has been done. The research method was applied and quasi-experimental with pretest-posttest design and control group. The study population included all girl students studying at second year of high school in public schools of eighteen region of Tehran in the 94-95 school year that by using of sampling method three classes were selected. The first experimental group with electronic content and the second experimental group by using of workshop method were trained that with the control group, who were trained in the traditional way, were compared. To determine the effect of work of education on math learning in the three groups, the analysis of covariance and ANOVA were used. The results showed that math scores in the two experimental groups were higher than the control group. Also, comparing the post test scores of math learning in the two experimental groups showed that the training by using of workshop method more than training with electronic content has effect on math learning.

scholarly journals PENGEMBANGAN SOAL MATEMATIKA MODEL TIMSS UNTUK MENDUKUNG PEMBELAJARAN MATEMATIKA SMP KELAS VII KURIKULUM 2013

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
M. Andy Rudhito ◽  
D. Arif Budi Prasety
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Cognitive Domain ◽  
Assessment Instruments ◽  
School Students ◽  
Problem Model ◽  
Math Problem

Abstrak: Penelitian ini bertujuan untuk menghasilkan soal matematika model TIMSS yang valid dan praktis untuk siswa SMP berdasarkan Kurikulum 2013. Metode penelitian yang digunakan adalah penelitian pengembangan. Proses pendesainan soal sebagai instrumen penilaian dilakukan dengan prototyping. Prototyping meliputi dua tahap. Prototipe I merupakan hasil desain dan penyusunan soal-soal oleh peneliti sendiri, sedang prototipe II revisi dari prototipe I berdasarkan masukan dari pakar, teman sejawat, dan guru matematika, yang berupa catatan validator dan notulensi diskusi. Hasil penelitian menunjukkan bahwa buku soal yang disusun dengan pengelompokan bab mengikuti ranah materi seperti dalam TIMSS, yakni bilangan, geometri, aljabar, data dan peluang. Buku soal untuk siswa tidak perlu ada tulisan mengenai ranah materi, topik pokok, dan ranah kognitif. Masukan untuk perbaikan dari FGD adalah soal sebaiknya diawali dari yang mudah, sedang, baru yang sulit. Penulisan soal pilihan ganda lebih baik tidak menggunakan kalimat tanya, melainkan dengan membuat pernyataan yang memuat titik-titik, baik di tengah atau di akhir kalimat. Soal sebaiknya tidak memuat pernyataan implikasi. Kata kunci: Pengembangan soal, matematika SMP, TIMSS, Kurikulum 2013DEVELOPING THE TIMSS MATH PROBLEM MODEL TO SUPPORT THE MATHEMATICS LEARNING IN GRADE VII USING THE 2013 CURRICULUM Abstract: This study was aimed to produce a valid and practical TIMMS math problem model for junior high school students using the 2013 curriculum. The study used the research and development design. The design process of the problems as assessment instruments was carried out through prototyping involving two stages. Prototype I was the design product and the problem development done by the researchers themselves, while Prototype II was the revision of Prototype I based on the feedback provided by experts, colleagues, and Mathematics teachers in the form of validators’ notes and the minutes taken from discussions. The findings showed that the book of math problems was written by grouping the chapters following the materials domains as those in TIMSS, that is, numbers, geometry, algebra, data, and probability. For the student book, it was not nsecessary to write the materials domain, the essential topics, and the cognitive domain. The feedback from the FGD was that the problems should be arranged from the easiest ones to the most difficult ones. The multiple choice items should not be written in the form of questions, but in the form of incomplete sentences with the blanks in the middle or the end of the sentences. The items should not ask about implication. Keywords: Development of problems, junior high school mathematics, TIMSS, Curriculum 2013

scholarly journals STUDENT’S MATHEMATICAL VALUE IN MATHEMATICS LEARNING USING NON-ROUTINE PROBLEM

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Nurul Ain Safura ◽  
Nyimas Aisyah ◽  
Cecil Hiltrimartin ◽  
Indaryanti Indaryanti
Keyword(s):  
High School ◽  
Mathematics Learning ◽  
The Other ◽  
Control Value ◽  
Learning Mathematics ◽  
The Subject

Abstract: This study aims to determine the ability of students in solving non-routine problems in learning mathematics in high school. The focus of the study is the ability of students in solving non-routine problems that include the value of objectism, value of control, value of mystery, value of progress, value of rationalism, and value of openness. The subject of this study was determined purposively, that was based on the diversity of answers. The selected subject was six students of class X SMA in Palembang. The data were collected using observation, test, and interview which were then analyzed descriptively. The results show that in general the ability of students in solving non-routine problems is dominated by the value of objectism, control, rationalism, and progress. The other two values which did not dominantly appear were mystery and openness. Keywords: mathematical value, non-routine problemNILAI MATEMATIKA (MATHEMATICAL VALUE) SISWA PADA PEMBELAJARAN MATEMATIKA MENGGUNAKAN SOAL NON RUTIN Abstrak: Penelitian ini bertujuan untuk mengetahui kemampuan siswa dalam menyelesaikan soal non rutin pada pembelajaran matematika di SMA. Fokus penelitian adalah kemampuan siswa dalam menyelesaikan soal non rutin yang meliputi nilai objektisme, nilai kontrol, nilai misteri, nilai kemajuan, nilai rasionalisme, dan nilai keterbukaan. Adapun subjek penelitian ini dipilih secara purposive, berdasarkan keberagaman jawaban. Subjek yang terpilih adalah enam orang siswa kelas X SMA di Palembang. Data dikumpulkan menggunakan observasi, tes, dan juga wawancara, yang kemudian di analisis secara deskriptif.  Hasil penelitian menunjukkan bahwa secara umum kemampuan siswa dalam menyelesaikan soal non rutin masih didominasi pada nilai objektisme, nilai kontrol, nilai rasionalisme, dan nilai kemajuan. Dua nilai lain yang tidak dominan muncul adalah nilai misteri dan nilai keterbukaan.Kata Kunci: nilai matematika, soal non rutin

scholarly journals The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School

2019 ◽  
Vol 4 (3) ◽  
pp. 17-19
Author(s):  
Edy Mastoni
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Activities ◽  
High School Mathematics ◽  
Intrapersonal Intelligence ◽  
Brain Based Learning

Research Highlights The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.   Research Objectives This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.   Methodology This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.   Results The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.   Findings The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.   Acknowledgement This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.    

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