scholarly journals HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS LESSONS USING THE PQ4R STRATEGY AND PROBLEM POSING MATHEMATICAL PROBLEMS

2021 ◽  
Vol 6 (2) ◽  
pp. 171-180
Author(s):  
Taufiqulloh Dahlan ◽  
Darhim Darhim ◽  
Dadang Juandi ◽  
Nia Gardenia ◽  
Thesa Kandaga
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Problem Posing ◽  
School Students ◽  
Learning Mathematics ◽  
Attitudes Towards Mathematics ◽  
Mathematical Problems ◽  
Students Attitudes

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

scholarly journals MENGEMBANGKAN DISPOSISI MATEMATIS SISWA SMP MELALUI PENDEKATAN PROBLEM POSING

2020 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Cut Man Farisyah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Problem Posing ◽  
School Students ◽  
Learning Mathematics ◽  
Before And After

Learning mathematics is not only aimed at developing mathematical cognitive abilities, but also for developing affective domains. One important aspect in the affective domain that is very influential and determines success in learning mathematics is the positive view of students on mathematics or in mathematics learning called mathematical disposition. A student who has a high disposition will be more persistent and resilient in facing mathematical problems that are more challenging and will be more responsible for their own learning and always develop good habits in mathematics. The problem posing approach which in the learning process requires students to ask questions and make their solutions is expected to be able to change students 'views of mathematics to be more positive, while also improving students' mathematical abilities. This study aims to examine the differences in the levels of mathematical disposition of junior high school students before and after learning through the problem posing approach. The type of research is experimental research with the design of one group pre-test post-test design. The population in this study were all VII grade students of Bandar Baru 1 Junior High School, with research samples of class VII2 students selected through random sampling techniques. The instrument used to obtain the research data was a mathematical disposition scale questionnaire sheet. The statistical test used to analyze data on differences in mathematical disposition of junior high school students before and after learning through the problem posing approach is paired t-test. The results showed that there were significant differences in the level of mathematical disposition of junior high school students before and after learning through the problem posing approach. This means that students' mathematical dispositions get better after they get a problem posing learning approach. Keywords: Mathematical Disposition, Problem Posing Approach

scholarly journals Developing the Ability of Understanding and Self-confidence the Mathematical Students with VBA for Excel

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Martin Martin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Process Data ◽  
School Students ◽  
Microsoft Excel ◽  
Mathematical Problems

Visual Basic Application for Excel is a simple program language and has the power to process data quickly, let alone the utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel compared to mathematical software are the many math functions and images available in the form of shapes or pictures. With the availability of VBA, math and image functions in Microsoft Excel, teachers can design the creation of media related to mathematics learning especially helping to develop the ability of junior high school students who have difficulty connecting mathematics lessons with basic mathematics knowledge requirements. In general, that most students in Indonesia have not solved mathematical problems, therefore, by using VBA for Excel the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 <0.05 and there is an association between Trust self-comfidence student with students' mathematical comprehension skills with a contingency value with a significant amount of 0.016 <0.05 with a contingency coefficient of 0.525 including a moderate association

scholarly journals The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018

2020 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Elsida Aritonang ◽  
Nova Erawati Sidabalok
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

The Effect of the Implementation of the 2013 Curriculum on Mathematics Learning Outcomes of N.1 High School Students Stu Jehe Pakpak Bharat Regency From 2015 - 2018

2019 ◽  
Vol 1 (2) ◽  
pp. 184-193
Author(s):  
Elsida Aritonang
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

Mathematics learning strategies of high school students in Nepal

2021 ◽  
Vol 1 (7) ◽  
Author(s):  
Bishnu Khanal ◽  
Ram Krishna Panthi ◽  
Mukunda Prakash Kshetree ◽  
Bed Raj Acharya ◽  
Shashidhar Belbase
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
School Students

scholarly journals ANALISIS MINAT BELAJAR SISWA SMA PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL

Sigma ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 124
Author(s):  
Devia Haedi Pyarsha ◽  
Dadang Rahman Munandar
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Learning ◽  
Public High Schools ◽  
School Students ◽  
The Public ◽  
Learning Mathematics ◽  
Positive Statements ◽  
Negative Statements ◽  
Linear Equation Systems

This study aims to analyze students interest in learning mathematics, especially in the material of three variable linear equation systems. The subjects of this study were X class high school students in one of the public high schools in Karawang. The research instrument used was students interest with 18 item statements containing positive statements and negative statements and containing 4 (four) indicators of interest in learning, including : 1) Feelings of pleasure/like, 2) Attention, 3) Interest, and 4) Student involvement as well as the results of observations during the mathematics learning process, especially in the SPLTV material. The results obtained in this study indicate that each indicator of students interest in learning falls into the sufficient category with a proportion of more than 50%.

scholarly journals ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DAN KEAKTIFAN SISWA SMA DENGAN PENDEKATAN PROBLEM POSING

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Arista Merdian ◽  
Veny Triyana Andika Sari ◽  
Asep Ikin Sugandi
Keyword(s):  
High School ◽  
High School Students ◽  
Design Research ◽  
Research Problem ◽  
Problem Posing ◽  
School Students ◽  
Mathematical Communication ◽  
Learning Mathematics ◽  
Communication Ability ◽  
Classroom Study

The background of this research problem, starting from the still low ability of mathematical communication and the activity of high school students. The purpose of this research is to describe the improvement of mathematical communication ability and activity of class X students of SMA Muhamadiyah 1 Cimahi. Design Research conducted a classroom study using John Elliot's model. The research flow has two cycles, each cycle consisting of planning, execution, observation and reflection. The result of this research is that there is improvement of mathematical communication ability and activeness by applying problem posing approach on learning mathematics about SPLTV in SMA Muhammadiyah 1 Cimahi class X, for the improvement of mathematical communication ability viewed based on percentage of students whose value is below KKM, equal to KKM, and above the KKM sequentially respectively by 9.68%, 54.84%, and 96.77%. To increase student activeness can be seen based on percentage of students who have active active value and very active in cycle I and cycle II, respectively equal to 35,48% and 93,54%.

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