The Effects of the ECIRR Learning Model on Mathematical Reasoning Ability in the Curriculum Perspective 2013: Integration on Student Learning Motivation

This 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.

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The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

Journal of Asian Multicultural Research for Educational Study ◽

10.47616/jamres.v1i1.8 ◽

2021 ◽

Vol 1 (1) ◽

pp. 36-44

Author(s):

Ismail Djakaria ◽

Febri Harun ◽

Sarson W. Dj Pomalato

Keyword(s):

Problem Solving ◽

Student Learning ◽

Mathematical Reasoning ◽

Learning Model ◽

Learning Motivation ◽

Reasoning Ability ◽

Reasoning Abilities ◽

Tukey Test ◽

Level 2 ◽

Quasi Experiment

This 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.

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The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

Journal of Asian Multicultural Research for Educational Study ◽

10.47616/jamres.v2i1.8 ◽

2021 ◽

Vol 2 (1) ◽

pp. 36-44

Author(s):

Ismail Djakaria ◽

Febri Harun ◽

Sarson W. Dj Pomalato

Keyword(s):

Problem Solving ◽

Student Learning ◽

Mathematical Reasoning ◽

Learning Model ◽

Learning Motivation ◽

Reasoning Ability ◽

Reasoning Abilities ◽

Tukey Test ◽

Level 2 ◽

Quasi Experiment

This 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.

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Mathematical Reasoning Ability and Learning Independence of High School Students Through Problem Based Learning Model

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v1i3.1596 ◽

2019 ◽

Vol 1 (3) ◽

Author(s):

Purnama Putra ◽

M. Ikhsan

Keyword(s):

High School ◽

High School Students ◽

Student Learning ◽

Mathematical Reasoning ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Reasoning Ability ◽

Reasoning Abilities ◽

Pbl Model

The ability of students to answer mathematical reasoning questions and to learn independence is still low. Mathematical reasoning and learning independence are important possessed by students. Therefore, a learning model of a relevant. One of the learning approaches is the Problem Based Learning (PBL) model. The purpose of the study to find out: Differences in the increase in mathematical reasoning abilities and student learning independence taught by using PBL with students taught with conventional learning in terms of (a) all students, and (b) student level (high, medium, low). This research is an experimental research design with a pretest-posttest control group design. The population of this study was all students of class X of the Delima 1 High School in Pidie. While the sample consisted of two classes, namely the experimental class (X-2) and the control class (X-3) taken by random sampling. The instrument used to obtain research data is a test of mathematical reasoning ability and student learning independence. To see the difference in mathematical reasoning abilities and student learning independence between classes PBL models with conventional classes using the t-test. The results showed that the improvement of students' mathematical reasoning abilities and student learning independence that obtained learning with PBL approach was better than students who obtained learning with conventional approach in terms of overall and initial abilities of students (high, medium, low), in quality there were significant differences between students who studied using PBL model with those using conventional learning.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW UNTUK MENINGKATKAN MOTIVASI PADA SISWA KELAS V SEKOLAH DASAR

Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi (Penjaskesrek) ◽

10.46368/jpjkr.v7i2.283 ◽

2020 ◽

Vol 7 (2) ◽

pp. 56-63

Author(s):

Bandi Usman ◽

Khairil Akbar ◽

Kurnia Dyah Anggorowati

Keyword(s):

Physical Education ◽

Student Learning ◽

Learning Model ◽

Point Of View ◽

Learning Motivation ◽

Fifth Grade ◽

Motivation To Learn ◽

Average Value ◽

Fifth Grade Students ◽

Using Data

Abstrak: This study aims to increase student learning motivation in the field of physical education, sports and health. The learning model used is the application of the learning model through cooperative jigsaw to increase learning motivation in the field of physical education, sports and healthfor fifth grade students. Classroom action research (PTK) is carriedout using data collection techniques, namely motivation tests and questionnaires. The results of this study showed that in cycle 1, the average value of student learning motivation was 73% in the motivated category but not yet complete. Then in cycle II obtained a percentage of learning motivation of 90% categorized as motivated according to the success criteria and seen from the point of view of the maximum completeness criteria (KKM) students are said to be complete. The percentage of increasing learning motivation from cycle I to cycle II was 17%. The jigsaw cooperative learning model can increase student motivation, especially in sports and health physical education subjects.Keywords: learning Model, motivation to learn physical education sports and health.Abstrak: Penelitian ini bertujuan untuk meningkatkan motivasi belajar siswa pada bidang studi Pendidikan Jasmani Olahraga dan Kesehatan. Model pembelajaran yang digunakan adalah penerapan model pembelajaran melalui kooperatif Jigsaw untuk meningkatkan motivasi belajar pada bidang studi Pendidikan Jasmani Olahraga dan Kesehatan pada siswa kelas V, dilakukan penelitian tindakan kelas (PTK) dengan teknik pengumpulan data yakni tes dan angket motivasi. Hasil penelitian ini diperoleh siklus I nilai rata-rata motivasi belajar siswa presentase sebesar 73% kategori termotivasi tetapi belum tuntas. Kemudian pada siklus II diperoleh presentase motivasi belajar sebesar 90% dikategorikan termotivasi sesuai kriteria keberhasilan dan dilihat dari sudut pandang kriteria ketuntasan maksimal (KKM) siswa sudah dikatakan tuntas. Presentase peningkatan motivasi belajar siklus I ke siklus II yaitu 17%. Model pembelajaran kooperatif jigsaw dapat meningkatkan motivasi belajar siswa, terutama pada mata pelajaran Pendidikan Jasmani Olahraga dan Kesehatan.Kata Kunci: Model Pembelajaran, Motivasi Belajar Pendidikan Jasmani Olahraga dan Kesehatan

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Motivasi dan Kemampuan Penalaran Matematis Siswa dengan Pembelajaran Kooperatif Tipe Pair Check Disertai Reward Pada Materi Fungsi

Math Educa Journal ◽

10.15548/mej.v2i2.183 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Rivdya Eliza ◽

Khadijah Khadijah ◽

Utari Wulandari

Keyword(s):

Cooperative Learning ◽

Student Motivation ◽

Test Score ◽

Mathematical Reasoning ◽

Hypothesis Test ◽

Learning Model ◽

Control Group ◽

Reasoning Ability ◽

Model Type ◽

Class Test

The purpose of this study is 1) To know the motivation to learn mathematics of taught by using cooperative learning model type Pair Check with reward higher than student motivation taught by convensional learning,and 2) To know the mathematical reasoning ability which was taught by using cooperative learning model type Pair Check with reward on material function is higher than students mathematical reasoning ability taught by convensional learning. This type of research is Quasi Experimental Research with Randomized Control Group Only Design. The population in this study is all eighth grade student of SMPN 19 Padang. In obtaining the sample class it is need to be done normality, homogeneity and equality of classroom average tests the class selected as the experimental class is VIII.5 class and the control class is VIII.3. The result of the research shows that 1) learning motivation of students which was taught by using cooperative learning Pair Check model with Reward is higher than student’s motivation taught by convensional learning. Hypothesis test that is t-score (7.034) > t-table (1.67), 2) students' mathematical reasoning ability after being taught by cooperative model type Pair Check with reward is higher than the students' mathematical reasoning abilities taught by conventional learning models. Seen from the average score of the experimental class test score of 80.16 and the average of the control class test score of 74.13. After hypothesis testing using t-test, obtained tscore > t-table (1.867 > 1.67) at 95%. So it can be student mathematical reasoning ability of class VIII SMPN 19 Padang which is taught by cooperative learning model type Pair Check with reward is higher than taught by using conventional learning.Keywords: Mathematic Reasoning Ability And Student Motivation, Model Cooperative Type Pair Check, Reward Fungsi, And Mathematic

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The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i1.1603 ◽

2021 ◽

Vol 4 (1) ◽

pp. 288-304

Author(s):

Dewi Lestari ◽

Reh Bungana ◽

Siman Siman

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Development ◽

Learning Process ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

High Learning ◽

Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

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Pengaruh Model Kooperatif Tipe TGT (Teams Games Tournament) Terhadap Motivasi Belajar Siswa Kelas 2 Sekolah Dasar

Madrosatuna Journal of Islamic Elementary School ◽

10.21070/madrosatuna.v2i1.1961 ◽

2019 ◽

Vol 2 (1) ◽

pp. 19

Author(s):

Lilis Mustofiyah

Keyword(s):

Experimental Design ◽

Student Learning ◽

Great Influence ◽

Experimental Methods ◽

Class Ii ◽

Learning Model ◽

Learning Motivation ◽

Cooperative Model ◽

Eta Squared ◽

Grade Ii

This study aims to determine the effect of the TGT type cooperative model (Teams Games Tournament) on student learning motivation. Researchers conducted research at SDN Cangkring Turi Prambon. The type of research used is a quantitative approach to experimental methods with Pre Experimental design. The type used is One Group Pretest-Posttest Design. The subjects taken were 21 grade II students at SDN Cangkring Turi Prambon. TGT learning model is used to find out the effect of the TGT learning model on the learning motivation of class II students of SDN Cangkring Turi Prambon. The results of this study indicate that the analysis of the data obtained is tcount of 20.80 and ttable of 1.725. Thus tcount > ttable, namely 20.80> 1.725, there is the effect of the TGT model on the learning motivation of class II students of SDN Cangkring Turi Prambon. While the results of the eta squared test obtained 0.955 ≥ 0.14 has the meaning of great influence.

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Pengaruh Model Pembelajaran Accelerated Learning Terhadap Kemampuan Penalaran Matematis Siswa Ditinjau Dari Self Regulated Learning

Journal of Mathematics Learning ◽

10.30653/004.201811.1 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-12

Author(s):

Nira Nawastiti ◽

Suyono Suyono ◽

Wardini Rahayu

Keyword(s):

Mathematical Reasoning ◽

Control Design ◽

Learning Model ◽

Accelerated Learning ◽

Reasoning Ability ◽

Self Regulated Learning ◽

Regulated Learning ◽

Academic Year ◽

Better Than ◽

Quasi Experiment

This study aims to see the effect of accelerated learning model of learning on the ability of mathematical reasoning in terms of self-regulated learning. This research was conducted at SMK Negeri Bekasi Regency in the academic year 2016-2017. The design of this research is Posttest-Only Control Design. The research method used is quasi experiment (quasi experiment). The reasonably affordable population of this study were four classes (two classes in two different schools, two classes at SMK Negeri 1 Tambun Selatan, which were treated with accelerated learning model and two classes at SMK Negeri 1 Tambun Utara were treated by conventional learning model) of the normal distribution, have the same or homogeneous variance, and have the same equality. The results of this study are (1) The mathematical reasoning ability of students who were treated with accelerated learning model is better than who where treated with the mathematical reasoning ability of students who were treated with conventional learning model , (2) there is interaction between learning model with self regulated learning to the ability of mathematical reasoning, (3) students' mathematical reasoning ability given treatment with accelerated learning model is better than who where treated with mathematical reasoning ability of students who are treated with learning model (4) The mathematical reasoning ability of students treated with conventional learning model is not better than who where treated with the mathematical reasoning ability of students who are treated with accelerated learning learning model.

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