scholarly journals Investigation of Problem Posing Skills of Eighth Grade Students in Terms of Some Variables

2017 ◽  
Vol 8 (2) ◽  
pp. 323-351 ◽  
Author(s):  
Kemal Özgen ◽  
Mehmet Aydın ◽  
Mehmet Ertürk Geçici ◽  
Baran Bayram
Keyword(s):  
Problem Posing ◽  
Eighth Grade ◽  
Eighth Grade Students

INVESTIGATION OF 8th GRADE STUDENTS' PROBLEM POSING TOWARDS DIFFERENT REPRESENTATIONS

2021 ◽  
Vol 6 (15) ◽  
pp. 435-453
Author(s):  
Serkan BAYDUZ ◽  
Mithat TAKUNYACI
Keyword(s):  
Academic Success ◽  
Symbolic Representation ◽  
Problem Posing ◽  
Eighth Grade ◽  
National Education ◽  
Verbal Representation ◽  
Analysis Scheme ◽  
8Th Grade ◽  
Eighth Grade Students ◽  
The Given

In this study, it is aimed to examine and analyze the problems posed by eighth grade students for different forms of representation. In the study, it was also examined how the problems posed by the students differed according to their academic success. 54 eighth grade students selected by appropriate sampling participated in the study, which was designed as a case study, one of the qualitative research methods. The data of the research were obtained with the “Problem Posing Test” developed by the researcher and the “Mathematics Achievement Test” consisting of exam questions prepared by the Ministry of National Education. Silver and Cai’s (1996) analysis scheme was used to analyze the obtained data. According to the findings, it was seen that only 44% of the answers given by the students were solvable problems suitable for the given ones. While most of the problems posed in the desired direction were of “low” mathematical nature in terms of mathematical complexity, it was seen that they were in the “conditional” category in terms of linguistic complexity. It has been found that students are more successful in posing problems for table and verbal representation, compared to picture and symbolic representation. It has been observed that as students' mathematical achievements increase in representations other than symbolic representation, their rate of posing a problem suitable for the given ones also increases.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

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