scholarly journals Blended Learning: Does it help students in understanding mathematical concepts?

2018 ◽  
Vol 5 (2) ◽  
pp. 244-253 ◽  
Author(s):  
Wahyu Setyaningrum
Keyword(s):  
Secondary School ◽  
Blended Learning ◽  
Conceptual Understanding ◽  
Rapid Development ◽  
Learning Approach ◽  
Learning Material ◽  
Motivation To Learn ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Written Test

The rapid development of technology offers many advantages to the proses of learning in the classroom. This experimental research aimed to investigates the effectiveness of learning mathematics delivered through blended learning. In particular, this study compared the effectiveness of blended learning using Moodle and traditional one in relation to students’ conceptual understanding. The data was gathered through written test and interview. This study involved 127 students of grade eight secondary school. The data shows that students who learn in blended learning approach have better conceptual understanding rather than their counterparts. The students claim that they can access learning material and revisit some difficult material in their convenience time. Nevertheless, there are some obstacles faced by students related to maintaining their motivation to learn independently and keeping distraction off to access other website when they learn online.Key words: blended learning, conceptual understanding

scholarly journals RANCANG BANGUN APLIKASI MEDIA PEMBELAJARAN MENGENAL NAMA HEWAN DALAM DUA BAHASA BERBASIS ANDROID MENGGUNAKAN THUNKABLE

2020 ◽  
Vol 6 (1) ◽  
pp. 35-42
Author(s):  
Goldie Gunadi
Keyword(s):  
Rapid Development ◽  
Learning Material ◽  
Motivation To Learn ◽  
Android Application ◽  
Multimedia Resources ◽  
Uml Modeling ◽  
Black Box Testing ◽  
Smartphone Technology ◽  
Media Applications ◽  
Interest And Motivation

With the rapid development of Android-based smartphone technology devices, many learning media applications for multimedia-based children have been developed, the aim of which is to increase children's interest and motivation to learn in order to better receive the learning material provided. In this study, an Android-based animal recognition application design was carried out using two languages namely Indonesian and English. The design process is done using UML modeling, while the process of making an application is done using a tool that is Thunkable. With Thunkable the process of making applications becomes easier, faster and efficient. To ensure that every functional application runs properly in accordance with expectations, Black-Box testing is performed. The results of this study are an Android application that uses a variety of multimedia resources such as images, audio (sound) and video, as well as having an attractive and easy to use interface so that it can help early childhood children learn the material presented in this application.

Students’ Understanding of Liıght Concepts ın the Secondary School

2015 ◽  
Vol 3 (6) ◽  
pp. 36-49
Author(s):  
P.R.K.A Vitharana
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Conceptual Understanding ◽  
Learning Science ◽  
Science Students ◽  
Light Responses ◽  
Complex Process ◽  
Understanding Of Science ◽  
Written Test ◽  
Correct Understanding

Learning science is a complex process and students develop limited understanding even after instruction. The aim of the research is to use students’ diagrams to assess conceptual understanding of science related to ‘light’ in grade eight students. Data were collected with the use of a written test, questionnaire and documents. Each question of the written test consisted of two parts; diagram and written explanation. Data obtained were analysed qualitatively and quantitatively. It was noted that students provided more than twenty different diagrams for each question instead of correct diagram. A large number of incorrect diagrams with incorrect explanations showed that students did not possess a correct understanding of concepts related to light. Responses to teacher questionnaire revealed that 98% of teachers provide opportunities for their students to draw diagrams to assess understanding of science. Students’ diagrams can be effectively used to assess conceptual understanding of science knowledge of secondary students.

scholarly journals PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP PERKALIAN MELALUI PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME PEMBELAJARAN MATEMATIKA DI KELAS 3 SDN CIBADUYUT 4

2016 ◽  
Vol 1 (2) ◽  
pp. 262-271
Author(s):  
Linda Kusmawati ◽  
Gigin Ginanjar S
Keyword(s):  
Lesson Plan ◽  
Constructivist Learning ◽  
Teaching Mathematics ◽  
Learning Approach ◽  
Learning Material ◽  
Constructivist Approach ◽  
Learning Mathematics ◽  
Grade 3 ◽  
The Many ◽  
Cognitive Maturity

The learning approach that is held in generally still conventional still dominated by a class that focuses on teachers as the main source. Just as in mathematics, in learning the teacher directly convey the formulas, definitions, rules, laws, concepts, procedures, and algorithms. Learners are expected to mimic what the teacher described the math lessons that it provides. One of the many alternative approaches applied in teaching mathematics is to use a constructivist approach. This approach is an effort to improve understanding of the concept of learners towards learning mathematics. Constructivist learning approach assumes that learners should be active mentally build knowledge structures based on cognitive maturity has. With regard dengaan classroom action research that uses a constructivist approach in teaching mathematics to increase understanding of the concept of learning material multiplication in third grade at SDN Cibaduyut 4 Districts Bandung Kidul Bojongloa by the number of learners as many as 40 children. The instrument used in this study is a learning device that consists of a lesson plan and worksheets, data collection instruments consisted of the test and non-test. From the research we concluded that constructivist learning approach can improve understanding of the concept of multiplication for learners grade 3 SDN Cibaduyut 4. Seen from the attitude that learners can give a positive response to learning that have significant impact on the quality of the learning process and learning outcomes of students.

scholarly journals The Effect of Realistic Mathematics Educations (RME) Approach Based on Ethnomatics on the Improvement of Concept Understanding Ability and Students' Learning Motivation in Elementary School Al-Kausar City of Langsa

2021 ◽  
Vol 4 (1) ◽  
pp. 543-554
Author(s):  
Nuraina Nuraina ◽  
KMS. M. Amin Fauzi ◽  
Naeklan Simbolon
Keyword(s):  
Elementary School ◽  
Sample Size ◽  
Conceptual Understanding ◽  
Fourth Grade ◽  
Learning Motivation ◽  
Mathematical Ability ◽  
Learning Approach ◽  
Mathematical Concepts ◽  
Research Results ◽  
Fourth Grade Students

This study aims to determine: (1) The effect of the ethnomatematics-based RME approach on improving the understanding of the fourth grade students' mathematical conceptual understanding of Al-Kausar Elementary School Langsa City, (2) The effect of the ethnomatematics-based RME approach on increasing the learning motivation of fourth grade students of SD Al-Kausar Kota Langsa, (3) There is an interaction between the learning approach and the initial mathematical ability to increase the students' understanding of mathematical concepts in grade IV SD Al-Kausar, Langsa City, (4) There is an interaction between the learning approach and learning motivation towards the increase in the ability to understand the mathematical concepts of fourth grade students Al-Kausar Kota Langsa, and (5) Describing students' ability to understand mathematical concepts in terms of high, medium and low abilities. The sample in this study was selected by total sampling of two classes. The first class (first group) was treated by applying the RME approach based on ethnomatics with a sample size of 25 students and the second class (second group) was treated with conventional learning with a sample size of 25 students. The data in this study were analyzed using 2-way ANOVA. From the research results, it is obtained that there is an effect of the ethnomatematic based RME approach on the improvement of students 'understanding of mathematical concepts, where as much as 47% of the ethnomatematic based RME approach affects the increase in students' understanding of mathematical concepts.This study aims to determine: (1) The effect of the ethnomatematics-based RME approach on improving the understanding of the fourth grade students' mathematical conceptual understanding of Al-Kausar Elementary School Langsa City, (2) The effect of the ethnomatematics-based RME approach on increasing the learning motivation of fourth grade students of SD Al-Kausar Kota Langsa, (3) There is an interaction between the learning approach and the initial mathematical ability to increase the students' understanding of mathematical concepts in grade IV SD Al-Kausar, Langsa City, (4) There is an interaction between the learning approach and learning motivation towards the increase in the ability to understand the mathematical concepts of fourth grade students Al-Kausar Kota Langsa, and (5) Describing students' ability to understand mathematical concepts in terms of high, medium and low abilities. The sample in this study was selected by total sampling of two classes. The first class (first group) was treated by applying the RME approach based on ethnomatics with a sample size of 25 students and the second class (second group) was treated with conventional learning with a sample size of 25 students. The data in this study were analyzed using 2-way ANOVA. From the research results, it is obtained that there is an effect of the ethnomatematic based RME approach on the improvement of students 'understanding of mathematical concepts, where as much as 47% of the ethnomatematic based RME approach affects the increase in students' understanding of mathematical concepts.

scholarly journals PELATIHAN PEMBELAJARAN MATEMATIKA BERBASIS IT DI SD XAVERIUS METRO LAMPUNG

2021 ◽  
pp. 855
Author(s):  
Clara Ika Sari Budhayanti ◽  
Pricilla Anindyta
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Rapid Development ◽  
Mathematics Learning ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Innovative Learning ◽  
Develop Technology

Mathematics is one of the subjects that study abstract objects. The abstraction of material or mathematical concepts requires specific strategies or techniques in teaching it, especially for elementary school students who still have a concrete way of thinking. Learning mathematics in schools should reduce the abstraction of mathematical objects tobe more concrete for students. Learning mathematics in elementary schools tends to use an abstract approach. The dominant learning activities carried out are lectures and assignments. At the same time, the demands of the 2013 curriculum on the implementation of mathematics learning require teachers to creatively find and develop mathematics learning strategies that can direct students in finding, understanding, and applying mathematical concepts in solving problems, especially math problems in everyday life. PGSD Unika Atma Jaya and SD XaveriusMetro Lampung conducted a mathematics learning training that aims to reflect and refresh the knowledge needed to develop the learning required by students. In addition, with the rapid development of technology, teachers also need to learn to use technology, especially tools and applications, to support the implementation of innovative learning. The training results show that teachers are again motivated to develop technology-based mathematics learning by mathematical knowledge and the characteristics of elementary school students. Matematika merupakan salah satu pelajaran yang mempelajari obyek-obyek yang bersifat abstrak. Keabstrakan materi atau konsep matematika membutuhkan strategi atau teknik-teknik tertentu dalam mengajarkannya, terutama bagi siswa sekolah dasar yang masih memiliki cara berpikir yang kongkrit. Pembelajaran matematika di sekolah hendaknya dapat mengurangi keabstrakan obyek matematika menjadi lebih kongkrit bagi siswa. Pada kenyataannya, pembelajaran matematika di sekolah dasar cenderung menggunakan pendekatan abstrak. Aktivitas pada pembelajaran yang dominan dilakukan adalah ceramah dan pemberian tugas. Padahal tuntutan kurikulum 2013 terhadap pelaksanaan pembelajaran matematika mengharuskan guru secara kreatif menemukan dan mengembangkan strategi-strategi pembelajaran matematika yang mampu mengarahkan siswa dalam menemukan, memahami, dan mengaplikasikan konsep-konsep matematika dalam memecahkan masalah terutama masalah-masalah matematika dalam kehidupan sehari-hari. Oleh karena itu bersama Prodi PGSD Unika Atma Jaya, SD Xaverius Metro Lampung melaksanakan pelatihan pembelajaran matematika yang bertujuan untuk merefleksikan dan menyegarkan kembali pengetahuan-pengetahuan yang diperlukan untuk mengembangkan pembelajaran yang dibutuhkan siswa. Selain itu dengan pesatnya perkembangan teknologi, guru perlu juga belajar memanfaatkan teknologi, khususnya pemanfaatan tools (alat) dan aplikasi untuk mendukung pelaksanaan pembelajaran yang inovatif. Hasil pelatihan menunjukkan bahwa guru-guru kembali termotivasi untuk mengembangkan pembelajaran matematika berbasis teknologi yang sesuai dengan karakteristik keilmuan matematika serta karakteristik siswa sekolah dasar. 

scholarly journals EFEKTIFITAS PENDEKATAN RME (Realistic Mathematic Education)TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII TAHUN PELAJARAN 2013-2014

2018 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Syaefudin Suhaedi ◽  
Abdillah Abdillah
Keyword(s):  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Approach ◽  
Learning Approaches ◽  
Mathematical Concepts ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Mathematics ◽  
Independent Variable ◽  
Mathematic Education

Abstrak:Tujuan penelitian ini yaitu untuk mengetahui efektifitas terhadap prestasi belajar matematika pokok bahasan trigonomerti siswa kelas VII MTs Birrul Walidain NWRensing tahun pelajaran 2013/2014.  Pendekatan realistik merupakan salah satu inovasi pembelajaran matematika dimana konsep matematika diperoleh melalui proses berpikir siswa sendiri, sehingga bisa dikatakan pendekatan ini merupakan pendekatan pembelajaran yang  berpusat pada siswa. Dalam matematika realistik pembelajarandimulai dari permasalahan yang real sehingga siswadapat terlibat dalam proses pembelajaran secara bermakna  dan guru dipandang sebagai fasilitator, moderator dan evaluator yang menciptakan situasi dalam menyediakan kesempatan bagi siswa untuk menemukan kembali idedan konsep matematika dengan cara mereka sendiri. Penelitian ini dilaksanakan dalam suatu desain eksperimen, yang bertujuan untuk membandingkan dua perlakuan berbedakepada subjek penelitian. Dalam penelitian ini, peneliti memanipulasi satu variabel bebas yaitu pendekatan pembelajaran kemudian melihat pengaruhnya terhadap pemahaman konsep dan ketuntasan belajar matematika  siswa sebagai variabel terikat. Metode eksperimen yang dipilih adalah eksperimen semu. Tempat pelaksanaan  penelitian ini adalah  VII MTs Birrul Walidain NW Rensing. Populasi dalam penelitian ini adalah kelas VII MTs  Birrul Walidain NW Rensing Tahun pelajaran 2013/2014 yang terdiri atas 2 kelas yang berjumlah 47 siswa. Dari  Populasi yang ada diambil dua kelas secara  random sebagai sampel penelitian, hasil pengambilan sampel yaitu kelas VII A sebagai kelas control dan kelas VII B sebgai kelas eksperimen. Berdasarkan hasil uji hipotesis dan keefektifan pendekatan pembelajaran, diperoleh simpulan bahwa pendekatan pembelajaran matematika realistic efektif terhadap hasil belajar siswa kelas VII Mts  Walidain NW Rensing Tahun pelajaran 2013/2014.Abstract: The purpose of this study is to determine the effectiveness of learning achievement of mathematics subject trigonomerti students of class VII MTs Birrul Walidain NWRensing lesson year 2013/2014. Realistic approach is one of mathematics learning innovation where the concept of mathematics is obtained through students' own thinking process, so it can be said this approach is a student-centered learning approach. In realistic mathematics the learner starts from real problems so that students can engage in meaningful learning processes and teachers are seen as facilitators, moderators and evaluators who create situations in providing opportunities for students to reinvent their own mathematical concepts. This study was conducted in an experimental design, aimed at comparing two different treatments to the study subjects. In this research, the researcher manipulates one independent variable that is learning approach then see its influence to comprehension of conception and mastery learning of student mathematics as dependent variable. The experiment method selected is a pseudo experiment. The execution site of this research is VII MTs Birrul Walidain NW Rensing. The population in this research is class VII MTs Birrul Walidain NW Rensing Year lesson 2013/2014 consisting of 2 classes amounting to 47 students. From the population, two classes were taken randomly as the sample of the research, the sampling result is class VII A as the control class and the class VII B as the experimental class. Based on the results of hypothesis testing and effectiveness of learning approaches, obtained the conclusion that the approach of learning mathematics realistic effectiveness of student learning outcomes class VII Mts Walidain NW Rensing Year lesson 2013/2014.

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.

scholarly journals Meningkatkan Pemahaman Konsep Matematika tentang Sifat-Sifat Bangun Ruang Sederhana melalui Contextual Teaching and Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 401-412
Author(s):  
Asiroha Sipayung
Keyword(s):  
Action Research ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Class Action ◽  
Average Score ◽  
Learning Approach ◽  
Mathematical Concepts ◽  
Fourth Grade Students ◽  
The Subject ◽  
Contextual Teaching

AbstrakPenelitian ini bertujuan untuk mengetahui pemahaman siswa terhadap konsep matematika tentang sifat-sifat bangun ruang melalui penerapan pendekatan Contextual Teaching and Learning. Metode yang digunakan adalah Penelitian Tindakan Kelas dan subjeknya adalah siswa kelas IV yang berjumlah 30 siswa. Hasil penelitian pada siklus I pertemuan 1 nilai rata-rata mencapai 62,00 sedangkan pada siklus I pertemuan 2 nilai rata-rata meningkat menjadi 67,50, siklus II pertemuan 1 76,33 dan siklus II pertemuan 2 82,00. Kesimpulan dari penelitian adalah pembelajaran dengan menerapkan pendekatan CTL dapat meningkatkan pemahaman konsep siswa di kelas IV. Ketuntasan belajar siswa pada siklus I hanya mencapai 13 orang atau 43,33% dan yang belum tuntas belajarnya mencapai 17 orang atau 56,67 %. Namun, pada siklus I pertemuan 2 ketuntasan belajar mencapai 16 orang atau 53,33% dan yang belum tuntas belajarnya 14 orang atau 46,67%. Untuk siklus II pertemuan 1 yang tuntas 22 orang atau 73,33% sedangkan yang belum tuntas 8 orang atau 26,67% dan untuk siklus II pertemuan 2 siswa yang tuntas 26 orang 86,67% dan yang belum tuntas 4 orang atau 13,33%. Abstract (Enhancing Students’ Understanding Concept of Mathematical Space Building Properties through Contextual Teaching and Learning)This study aims to determine students' understanding of mathematical concepts about the nature of space building through the application of the Contextual Teaching and Learning approach. The method used is Class Action Research and the subject is 30 fourth-grade students. The results of this research in the first cycle of meeting 1 average score reached 62.00 while in the first cycle of meeting 2 average score increased to 67.50, cycle II meeting 1 76.33 and cycle II meeting 2 82.00. The conclusion of the study is that learning by applying the CTL approach can improve students' conceptual understanding in grade IV. Students' completeness of learning in the first cycle only reached 13 people or 43.33% and the unfinished study reached 17 people or 56.67%. However, in the first cycle, the second meeting of learning completeness reached 16 people or 53.33% and 14 people had not yet completed their study or 46.67%. For cycle II meeting 1 which was complete 22 people or 73.33% while the unfinished 8 people or 26.67% and for cycle II meeting 2 students who completed 26 people 86.67% and the unfinished 4 people or 13.33 %.

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