scholarly journals Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Oi-Lam Ng ◽  
Lian Shi ◽  
Fridolin Ting
Keyword(s):  
3D Printing ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Dynamic Geometry ◽  
Primary Students ◽  
Dynamic Geometry Environment ◽  
Geometric Thinking ◽  
Van Hiele Model ◽  
Retention Of Knowledge ◽  
Geometry Learning

Abstract Background This paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of the relations among the number of vertices, edges, and faces of prisms and pyramids. An instrument was designed as guided by the van Hiele model of geometric thinking and administered to the two groups in the form of pretests, posttests, and delayed posttests to assess students’ prior knowledge before the intervention started, the learning outcomes obtained immediately after intervention, and the retention of knowledge after the interventions had been completed for a sustained period of time. The purpose of this study is to explore differences in geometry learning outcomes in two technology-enhanced environments, one that involves dynamic, visual representations of geometry and another that involves embodied actions of constructing physical 3D solids. Results The results show that students using dynamic geometry improved at a higher rate than those using 3D Pens. On the other hand, students with the aid of 3D Pens demonstrated better retention of the properties of 3D solids than their dynamic geometry counterparts. Namely, the posttest results show that the dynamic geometry environment (DGE) group generally outperformed the 3D Pen group across categories. The observed outperformance by the DGE group on “advanced” implies that the DGE technology had a stronger effect on higher levels of geometric learning. However, the results from the ANCOVA suggest that the retention effect was more significant with 3D Pens. Conclusions This study has established evidence that the DGE instructions produced strong but relatively temporary geometry learning outcomes, while 3D Pen instructions can help solidify that knowledge. The results of this study further shed light on the effect of visual and sensory-motor experiences on school mathematics learning and corroborate previous work showing that the effects of gesture are particularly good at promoting long-lasting learning.

scholarly journals Increasing Of Geometry Learning Outcomes Using Savi Method With Fifth Grade

2018 ◽  
Vol 2 (4) ◽  
pp. 462
Author(s):  
Defrina Martha Widyawati ◽  
Stefanus C. Relmasira ◽  
Janelle L. Juneau
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Solid Geometry ◽  
The Subject ◽  
Research Type ◽  
Geometry Learning

The purposes of this research are to know if the implementation of SAVI method is able to increase the mathematics learning outcomes at SD Negeri Gedangan 01 Tuntang and describing the implementation of SAVI Method. This research type is collaboration classroom action research. The subject of this research is the fifth grade of SD Negeri Gedangan 01 Tuntang consists of 21 students. The research instruments used to collect the data are observation sheets and evaluation test that analyzed by quantitatively. The result shows academic achievement increase to 33% from the pre-cycle to cycle one. In cycle two, the score was significantly increased to 48%. The reason why researcher used the SAVI method is because it focuses on the all sense of students that used in the learning process. Researcher used video interactive, some picture, some activities such as arranged the puzzle and tangram; make the solid geometry from the wood lighter and this activity made students to use their all sense. The condition of the teaching and learning process had been conducive and enthusiast from the all students in grades five. Students have many types of learning style like visual, audio, kinesthetic, and tactile. Thus, when SAVI was implemented students got the chance to learn well in the teaching and learning process

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IVC SEKOLAH DASAR NEGERI 108 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Lazim. N ◽  
Zulkifli ' ◽  
Rima '
Keyword(s):  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Average Score ◽  
Team Games ◽  
Social Science Study ◽  
Minimum Criteria ◽  
Daily Test

The problem on this research was that the low score of students’ learning on social science study. There werestill a lot of students that did not understand basic concepts and tended to memorize examples. It was showed by58,07% from 31 students achieving minimum criteria completeness (KKM) from students’ test score in IVCclass of SDN 108 Pekanbaru for Koperasi subject. The students’ average score was 62,4, and the KKM stated byschool was 68. Based on this problem it was needed to do an action research using cooperative learning modelsTeams Games Tournaments (TGT) type. This research aims to know whether the implementation of cooperativelearning models Teams Games Tournaments (TGT) type can improve students’ social science learningoutcomes at IVC class of SDN 108 Pekanbaru in 2013/2014 with 31students. This research was done in twocycles. First cycle consists of three meetings with one daily test and first tournament, and cycle II consists ofthree meetings with one daily test and second tournament. Instruments to collect data in this research areteacher’s observation sheets, students’ observation sheet, and tests. By implementing using cooperative learningmodels Teams Games Tournaments (TGT) type can improve students’ mathematics learning outcomes.Percentage of completeness in basic score was 54,8% (62,40 in average), and it changed into 77,4% (75,6 inaverage) in cycle I and 87,1% (81,1 in average) in cycle II. Percentage of teacher’ activity in cycle I was 81,9%and 92,3% in cycle II. Then percentage of students’ activity in cycle I was 75,4% and 92,2% in cycle II. Fromthose data it proves that the implementation of cooperative learning models Teams Games Tournaments (TGT)type can improve students’ learning outcomes at IVC class of SDN 108 Pekanbaru.Key Words : cooperative teaching and learning model, Teams Games Tournaments (TGT),learning outcomes

PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

2017 ◽  
Vol 5 (3) ◽  
pp. 451
Author(s):  
Ipi Hanapiati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Average Value ◽  
Study Results ◽  
Teachers And Students

This research was motivated by the low results of students' mathematics learning. Of the 35students only 15 students (40.54%) who completed study results, while the average valueobtained by the students was 68.65. This study aims to increase the students' mathematicslearning through PMRI. This research is a class act who performed two cycles. Based on theresearch of learning outcomes and learning activities teachers and students expressedincreased. In the first cycle 1 meeting activities for teachers to get a score of 14 (70%), in thefirst cycle 2 meeting increased with a score of 15 (75%). In the second cycle 1 meeting obtaina score of 17 (85%) and the second cycle 2 meeting obtain a score of 18 (90%). Besides thestudent activity also increased in the first cycle of meeting one activity students obtain a scoreof 12 (60%), in the first cycle 2 meeting increased with a score of 16 (80%). In the secondcycle 1 meeting obtain a score of 17 (85%) and the second cycle 2 meeting obtain a score of17 (85%). The results of students' mathematics learning increases the basic score averagevalue obtained was 68.65 increase in the first cycle with an average value of 95.41 hasincreased in the second cycle with an average value of 97.97.

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA PADA MATERI PECAHAN SEDERHANA MELALUI MEDIA KARTU PECAHAN DI KELAS VI SD NEGERI 011 DESA BARU KECAMATAN SIAK HULU

2019 ◽  
Vol 3 (1) ◽  
pp. 213
Author(s):  
Maimun Maimun
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Simple Fraction ◽  
Average Value ◽  
The Subject ◽  
Classroom Action Research

The background of this study is the low mathematics learning outcomes of class VI students at SD Negeri 011 Desa Baru, to overcome this problem a classroom action research was conducted by applying fraction card media. This research was conducted in SD Negeri 011 Desa Baru, the subject of this study was class VI students with a total of 24 students. The results of this study show that mathematics learning outcomes have increased in pre-cycle average value obtained is 59.8, in the first cycle obtained an average value of 68.3. And in the second cycle obtained an average value of 82.9. Based on the results of this study, it can be concluded that the mathematics learning outcomes in simple fraction material increase after the fraction card media are applied.

Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedia

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Nurmi Nurmi ◽  
Hadi Putra ◽  
Penti Nursida ◽  
Khoiro Mahbubah ◽  
Neni Hermita
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Outcome ◽  
Visual Media ◽  
Primary Students ◽  
Average Score ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
3Rd Grade

This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.

PENINGKATAN PEMAHAMAN KONSEP PEMBAGIAN PECAHAN DENGAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION DI KELAS V SDN 003 PULAU KOPUNG SINTAJO KECAMTAN SINTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sri Apnita Indra
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Before And After ◽  
Mathematic Education ◽  
Realistic Mathematic

This research is motivated by the low mathematical understanding ability of students who are still low. This research was conducted on fifth grade students of State Primary School 003 Pulau Kopung, Sintajo District, Kuantan Singingi Regency. This study aims to improve the results of understanding of students' mathematics learning outcomes through the Realistic Mathematic Education (RME) approach. From the data analysis of student learning outcomes before and after the Realistic Mathematic Education approach was applied, students who completed only 10 people or 43.47% with incomplete categories. After the first cycle, students who completed increased to 16 or 69.56% with incomplete categories. For the second cycle, the number of students who completed as many as 20 people or equal to 89.95% with complete categories. From the results of this study it can be concluded that the application of the Realistic Mathematic Education approach can improve the understanding of the concept of dividing students into mathematics subjects in class V of Public Primary School 003 Pulau Kopung, Sintajo Raya District, Kuantan Singingi Regency.

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

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