scholarly journals DEVELOPING AN INTERACTIVE LEARNING MODEL USING VISUAL BASIC APPLICATIONS WITH ETHNOMATHEMATICAL CONTENTS TO IMPROVE PRIMARY SCHOOL STUDENTS’ MATHEMATICAL REASONING

2020 ◽  
Vol 9 (2) ◽  
pp. 275
Author(s):  
Euis Eti Rohaeti ◽  
Nelly Fitriani ◽  
Padillah Akbar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Interactive Learning ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Learning Models ◽  
School Students ◽  
Microsoft Excel ◽  
Reasoning Abilities ◽  
Teachers And Students

This study aims to examine the development of an interactive learning model using Visual Basic Application for Microsoft excel with ethnomathematical content on fractions, to improve primary school students’ mathematical reasoning abilities. The research method used is development through the stages of conducting preliminary studies and literature, designing interactive learning models, conducting FGDs, producing initial designs of interactive learning models, conducting limited trials in one primary school, making revisions, conducting extensive trials in four primary schools, producing trial in another primary school. The last obtaining a final model and conducting socialisation. The last, it provides a test of mathematical reasoning ability. The research subjects were teachers and students in six primary schools. The research instruments were interviews, validation sheets, documentation, learning observation sheets, questionnaires and mathematical reasoning ability test.  The assessment criteria for the developed learning model include syntax, social system, principle of reaction, supports system and instructional impact. The results showed that 1) Development of VBA-assisted and ethnomatematically-loaded interactive learning models go through two major stages, namely product development and validation  2) The Interactive learning model was declared very valid; 3) The responses of teachers and students were generally positive; 4) The achievement of students’ mathematical reasoning abilities after gave learning with an interactive model using VBA for Microsoft Excel with ethnomathematical contents better than using ordinary learning.

scholarly journals Influence of Concrete-Pictorial-Abstract (CPA) Approach on the Enhancement of Primary School Students’ Mathematical Reasoning Ability

2020 ◽  
Vol 7 (1) ◽  
pp. 119-132
Author(s):  
Hafiziani Eka Putri ◽  
Erna Suwangsih ◽  
Puji Rahayu ◽  
Gia Nikawanti ◽  
Elfriyani Enzelina ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Mathematical Reasoning ◽  
Control Group ◽  
Reasoning Ability ◽  
Primary School Students ◽  
School Students ◽  
Control Group Design ◽  
Reasoning Abilities ◽  
Fifth Grade Students

This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.

scholarly journals MODEL PEMBELAJARAN MITIGASI BENCANA TANAH LONGSOR DI SEKOLAH DASAR LERENG GUNUNG RINJANI

2021 ◽  
Vol 7 (2) ◽  
pp. 406
Author(s):  
Syahrial Ayub ◽  
Kosim Kosim ◽  
I Wayan Gunada ◽  
Luh Putu Utari
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Learning Model ◽  
Peer Teaching ◽  
Disaster Mitigation ◽  
Learning Models ◽  
Additional Material ◽  
Primary School Teachers ◽  
Teachers And Students

ABSTRAKArtikel ini adalah salah satu hasil penelitian pengembangan model pembelajaran mitigasi bencana bagi guru dan peserta didik di sekolah dasar. Hasil ini diterapkan didaerah pegunungan, pesisir dan kota. Sampel daerah pegunungan adalah SD Negeri 1 Sembalun yang terletak di lereng gunung Rinjani Lombok Timur, NTB. Penerapannya diawali dengan modeling pembelajaran mitigasi bencana tanah longsor, struktur pembelajaran mitigasi bencana dikaitkan dengan modeling, teknik moderasi untuk mengungkap tanggapan dan pendapat guru, peer teaching oleh guru dan terakhir monitoring, observasi, evaluasi dan refleksi. Hasil penelitian merekomendasikan model pembelajaran mitigasi bencana mempunyai 3 tahapan pokok pembelajaran yaitu kegiatan awal, kegiatan inti dan kegiatan pemantapan. Setiap kegiatan memiliki tujuan pembelajaran yang harus dicapai dengan berbagai alternatif kegiatan yang dapat dipilih guru. Hasilnya 100% guru memiliki keinginan untuk melaksanakan model pembelajaran mitigasi bencana yang berbasis peserta didik, 91,67 % model pembelajaran mitigasi bencana tepat untuk memenuhi kebutuhan peserta didik dalam meningkatkan kesadaran bencana di sekolah dan masyarakat dan 33,33% guru mengharapkan tambahan materi untuk buku model pembelajaran mitigasi bencana untuk guru sekolah dasar. Tambahan itu berupa lagu-lagu tentang bencana dan dikemas dengan kreatif supaya peserta didik senang dan lebih cepat mengerti. Kata kunci: model pembelajaran mitigasi bencana; tanah longsor; sekolah dasar. ABSTRACTThis article is one of the results of research on the development of disaster mitigation learning models for teachers and students in primary schools. These results are applied in mountainous, coastal and urban areas. The sample of mountainous areas is SD Negeri 1 Sembalun which is located on the slopes of Mount Rinjani, East Lombok, NTB. Its application begins with modeling of landslide disaster mitigation learning, disaster mitigation learning structure associated with modeling, moderation techniques to reveal teacher responses and opinions, peer teaching by teachers and finally monitoring, observation, evaluation and reflection. The results of the study recommend that the disaster mitigation learning model has 3 main learning stages, namely initial activities, core activities and stabilization activities. Each activity has learning objectives that must be achieved with various alternative activities that the teacher can choose.  The result is that 100% of teachers have a desire to implement student-based disaster mitigation learning models, 91.67% of disaster mitigation learning models are appropriate to meet the needs of students in increasing disaster awareness in schools and communities and 33.33% of teachers expect additional material for books. disaster mitigation learning model for primary school teachers. The additions are in the form of songs about disasters and packaged creatively so that students are happy and understand more quickly.     Keywords: disaster mitigation learning model; landslide; primary school.

KEMAMPUAN PENALARAN MATEMATIS SISWA DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN KOOPERATIF TIPE JIGSAW

2021 ◽  
Vol 8 (3) ◽  
pp. 21-27
Author(s):  
Lasmi Lasmi ◽  
Masri Masri
Keyword(s):  
Cooperative Learning ◽  
Mathematical Reasoning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental

AbstrakTujuan penelitian ini adalah mengetahui perbedaan kemampuan penalaran matematis siswa antara model discovery learning dan jigsaw. Jenis penelitian adalah eksperimen semu. Tempat penelitian diaksanakan di SMP Negeri 18 Kota Bengkulu. Populasi pada penelitian seluruh siswa kelas VII. Sampel penelitian dipilih secara acak sederhana yaitu kelas VII.1 sebagai kelas eksperimen 1, pembelajaran dengan menggunakan model discovery learning, kelas VII.5 sebagai kelas eksperimen 2, pembelajaran dengan menggunakan model kooperatif tipe jigsaw, dan kelas VII.3 sebagai kelas kontrol, pembelajaran dengan menggunakan model pembelajaran konvensional. Hasil penelitian ini menunjukan bahwa kelas eksperimen 1 memperoleh nilai rata-rata tes akhir (post-test) kemampuan penalaran matematis siswa yaitu 12,13, nilai rata-rata eksperimen 2 yaitu 11,45, dan nilai rata-rata kelas kontrol yaitu 9,26. Berdasarkan hasil analisis uji anava satu jalur, dengan signifikan 0,05 diperoleh 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 = 𝐹𝑡𝑎𝑏𝑒𝑙 = 0,34, maka H0 ditolak. Artinya ada perbedaan signifikan rata-rata kemampuan penalaran matematis siswa pada kelas eksperimen 1, kelas eksperimen 2, dan kelas kontrol. Berdasarkan uji beda nyata (BNT) menunjukan bahwa pembelajaran yang memberikan hasil penalaran matematis yang berbeda adalah model pembelajaran discovery learning dengan konvensional, dan model kooperatif tipe jigsaw dengan konvensional. Sedangkan pembelajaran dengan model discovery learning dan model kooperatif tipe jigsaw tidak memberikan hasil kemampuan penalaran matematis siswa yang berbeda. Model discovery learning dan model kooperatif tipe jigsaw memberikan hasil lebih baik bila dibandingkan dengan model konvensional.Kata kunci: kemampuan penalaran matematis, model discovery learning, model Jigsaw AbstractThe purpose of this study was to determine students' mathematical reasoning abilities with discovery learning models and jigsaw type cooperative learning models. This type of research is quasi-experimental research. The population in this study were all students of class VII SMP Negeri 18 Bengkulu City in the   academic year 2019/2020. The sample of this study was selected by simple random sampling, namely class VII.1 as experimental class 1 using the discovery learning models, class VII.5 as experimental class 2 using the jigsaw type cooperative learning models, and class VII.3 as control class using conventional learning models. Data were collected by means of tests of students' mathematical reasoning abilities. Based on the results of the one-way ANOVA test, there are significant differences in students' mathematical reasoning abilities in the experimental class 1, experiment class 2 and the control class. The results          of the real difference test (BNT) show that learning that gives different results is the discovery learning models with conventional learning models, and the jigsaw type cooperative learning model with conventional learning models. Meanwhile, learning with discovery learning models and jigsaw type cooperative learning models does not give different results for students' mathematical reasoning abilities. Discovery learning models and jigsaw type cooperative learning models give better results when compared to conventional learning.Keywords: mathematical   reasoning   ability,   discovery   learning   model,   Jigsaw   model

scholarly journals Pengaruh Model Pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap Kemampuan Penalaran Matematika Siswa Kelas VII

2019 ◽  
Vol 8 (2) ◽  
pp. 341-352
Author(s):  
Asurya Octaviyunas ◽  
Arta Ekayanti
Keyword(s):  
High School ◽  
Experimental Study ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Reasoning Ability ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Mathematics Ability ◽  
Quasi Experimental

AbstrakPenelitian ini didasari atas permasalahan pentingnya kemampuan penalaran matematis dan pencapaiannya yang masih rendah. Tujuan dari penelitian ini adalah mengetahui pengaruh model pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap kemampuan penalaran matematika siswa, dan efektifitasnya dalam meningkatkan kemampuan tersebut. Populasi Penelitian eksperimen semu ini mencakup seluruh siswa kelas VII SMPN 1 Balong. Kelas VIIA diberi pembelajaran dengan model TPS sedangkan kelas VIIB dengan model GQGA. Instrumen pengumpulan data berbentuk tes, meliputi soal pretest dan posttest. Hasil penelitian menunjukkan bahwa model pembelajaran GQGA berpengaruh terhadap kemampuan penalaran siswa kelas VIIB dengan peningkatan yang terjadi dari nilai pretest ke posttest. Begitu juga dengan model pembelajaran TPS berpengaruh terhadap kemampuan penalaran matematika siswa kelas VIIA dengan peningkatan nilai pretest ke posttest. Model pembelajaran GQGA tidak lebih efektif daripada model pembelajaran TPS dalam meningkatkan kemampuan penalaran matematika siswa. The Effect of Learning Model Giving Question Getting Answer and Think Pair Share Toward Reasoning Mathematics Ability Student’s Grade VII AbstractThis research is based on the problem of the importance of mathematical reasoning abilities and their low achievement. The purpose of this study was to determine the effect of Giving Question Getting Answer and Think Pair Share learning models on students' mathematical reasoning abilities and their effectiveness in enhancing these abilities. Population This quasi-experimental study included all seventh-grade students of Balong 1 Junior High School. The VIIA class is given learning with the TPS model while the VIIB class is with the GQGA model. The instruments of data collection are in the form of tests, including the questions of the pretest and posttest. The results showed that the GQGA learning model had an effect on the reasoning ability of students in class VIIB with an increase that occurred from the pretest to the posttest. Likewise, the TPS learning model influences the mathematical reasoning abilities of VIIA students with an increase in the value of the pretest to posttest. The GQGA learning model is no more effective than the TPS learning model in improving students' mathematical reasoning abilities.

scholarly journals MODEL PROBLEM BASED LEARNING DAN PRESPEKTIF GENDER TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 65-78
Author(s):  
Bedilius Gunur ◽  
Apolonia Hendrice Ramda
Keyword(s):  
Random Sampling ◽  
Model Problem ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Test Technique ◽  
Reasoning Abilities ◽  
Direct Learning

This research aims to; 1) comparing the Problem Based Learning model with the direct learning model from the perspective of students' mathematical reasoning abilities. 2). Look at the interaction of effects between learning models and gender on students' mathematical reasoning abilities. The design of this study used a 2 x 2 factorial design. Sampling was carried out using a simple random sampling technique by first conducting a class equality test. Data was collected using a test technique in the form of a question matter. Data were analyzed using two-way ANOVA. The analysis shows that; 1). The problem-based learning model of learning is better than the direct learning model in terms of students 'mathematical punishment abilities, 2. There was no interaction between the learning models used with the gender on the students' mathematical punishment abilities of students. Both male and female students requested compilation to be taught by applying the problem-based learning model to the direct learning model. Abstrak Penelitian ini bertujuan untuk; 1) membandingkan model Problem Based Learning dengan model pembelajaran langsung dalam perspektif kemampuan penalaran matematis siswa. 2). Melihat interaksi efek antara model pembelajaran dan gender terhadap kemampuan penalaran matematis siswa. Rancangan penelitian ini menggunakan desain factorial 2 x 2. Pengambilan sampel dilakukan dengan menggunakan teknik simpel random sampling dengan terlebih dahulu melakukan uji kesetaraan kelas. Data dikumpulkan dengan menggunakan teknik tes dengan bentuk soal uraian. Data dianalisis menggunakan ANAVA dua jalur. Hasil analisis menunjukan bahwa; 1). Model pembelajaran problem based learning lebih baik dibandingkan model pembelajaran lansung dalam hal kemampuan penalaran matematis siswa, 2. Tidak terdapat efek interaksi antara model pembelajaran yang digunakan dengan gender terhadap kemampuan penalaran matematis siswa. Baik siswa laki-laki maupun siswa perempuan sama baiknya ketika dibelajarkan dengan menerapkan model pembelajaran problem based learning dari pada model pembelajaran lansung. Kata Kunci:  Problem Based Learning; Gender; Penalaran Matematis

scholarly journals Experimental cognition of the world by children. Unexploited opportunities of Polish Primary Schools

2020 ◽  
Vol 35 (2) ◽  
pp. 209-219
Author(s):  
Barbara Lulek ◽  
Keyword(s):  
Science Education ◽  
Primary School ◽  
Natural Science ◽  
Primary Schools ◽  
Experimental Testing ◽  
First Grade ◽  
School Students ◽  
The World ◽  
Teachers And Students ◽  
Quasi Experimental

School, particularly primary school, plays a special and unique role in education. It joins teachers and students together, in order to show children and youths the complex reality of the world. Educational processes implemented in the following institution can reflect knowledge transmission or can be based on transaction models. Education is stimulating, experimental and exploratory as it guides students to the world of forming questions, searching for answers and developing conclusions. Unfortunately, this model is rather uncommon in Polish primary schools. This publication presents how experimenting, used by teachers, could introduce 7-year-old students in the first grade of primary school, into the world of knowledge and natural science competence. It also shows how experimenting affects the level of students’ education and natural science competence. The research aimed for describing methods of experimenting with first grade students in science education as well as explaining the connection between applying experiments in science education and students’ level of skills and knowledge. The research used a method of pedagogical experiment - quasi-experimental testing based on initial and final measurement using practical tests. The study included 307 primary school first-graders. The studies have established that there are dependencies between experimenting in science education as well as knowledge and skills level among the first grade primary school students, taking into account subjects’ gender. At the end, conclusions were also drawn regarding the possibilities for more extensive use of experimentation in Polish schools.

scholarly journals CAPAIAN KEMAMPUAN PENALARAN MATEMATIS SISWA DENGAN MODEL AIR

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 35-48
Author(s):  
Nuralam Nuralam ◽  
Maulidayani Maulidayani
Keyword(s):  
Mathematical Reasoning ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Learning Models ◽  
Test Statistic ◽  
Control Group Design ◽  
Ability Test ◽  
Cluster Technique ◽  
Reasoning Abilities

The mathematical concept learned in school require mathematical reasoning abilities. But the test results show the students’ mathematical reasoning ability is still relatively low. To overcome this problem, applied a learning model called Auditory Intellectually Repetition (AIR). AIR can develop mathematical reasoning abilities students through problem solving. The purpose of this study is to describe the mathematical reasoning abilty of students through the AIR learning model is higher than taught through conventional learning models.. The research design used was quasi experiment with pretest-posttest control group design. The populations in this study were all of the Eighth Grade Students of SMPN 1 Jantho and the samples taken were classes VIII-2 and VIII-1 by using the random cluster technique sampling. The data collected wasby using the mathematical reasoning ability test. The result of research through the right-hand t-test statistic test obtained 3.79 > 1.68 then accept Ha reject Ho. Therefore, it was concluded that the students’ mathematical reasoning ability learned through the AIR learning model were higher than those taught conventional learning models. Abstrak Konsep matematika dipelajari di sekolah memerlukan kemampuan penalaran matematis. Namun hasil tes menunjukkan kemampuan penalaran matematis siswa masih tergolong rendah. Salah satu alternatif membuat kemampuan penalaran matematis lebih baik melalui model pembelajaran Auditory Intelectually Repetition (AIR). Penelitian ini bertujuan mendeskripsikan kemampuan penalaran matematis siswa yang diajarkan dengan model AIR lebih baik daripada siswa yang diajarkan dengan pembelajaran konvensional. Rancangan penelitian menggunakan quasi eksperimen dengan desain pretest-posttest control grup design. Populasi dalam penelitian seluruh siswa kelas VIII SMPN 1 Kota Jantho dan sampelnya kelas VIII-2 dan VIII-1 dipilih dengan teknik cluster random sampling. Data yangdikumpulkan dengan menggunakan tes kemampuan penalaran matematis. Hasil penelitian melalui uji statistik uji-t pihak kanan diperoleh thitung > ttabel yaitu 3,79 > 1,68 maka Ha tolak Ho. Disimpulkan bahwa kemampuan penalaran matematis siswa yang diajarkan dengan model AIR lebih baik daripada yang diajarkan denganpembelajaran konvensional.   Kata Kunci: Model Pembelajaran,  Model Air, Kemampuan Penalaran Matematis  

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN SOFTWARE ADOBE FLASH MATERI BUMI DAN ALAM SEMESTA

2018 ◽  
Vol 32 (1) ◽  
pp. 77-84
Author(s):  
Nia Widiyastuti ◽  
Slameto Slameto ◽  
Elvira Hoesein Radia
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Interactive Learning ◽  
Model Development ◽  
Field Testing ◽  
Main Field ◽  
School Students ◽  
Validity Test ◽  
Adobe Flash ◽  
Generation Z

The study aims to develop interactive learning media using Adobe Flash Professional CS6 software on Earth and Universe materials for third-grader students in primary school. The types of the study are research and development which carried out by using Borg and Gall's model development and modified into 7 development steps, which are (1) research and information collecting; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) main field testing; and (7) operasional product revision. The study was conducted on April 2018 in two primary schools in Salatiga. The subjects of the study involved 10 third-grader students of primary school on preliminary field testing and 32 third-grader students of primary school on the main field testing. The results of validity test from the media expert obtained an average scores of 3,9 with a good category. The results of validity test from the material expert obtained average scores of 2.95 with good enough category. The result of students questionnaire on preliminary field testing showed the average scores of 4.5 and the result of the students questionnaire on main field testing showed the average scores of 4,6 with a very good category. Then, the result of teachers questionnaire showed an average of 5.0 on preliminary field testing and 4.8 on main field testing with a very excellent category. Based on the validation of material experts, media experts, the results of questionnaire responses of both students and teachers, interactive learning media that developed by adobe flash software of earth and the universe materials are suitable in learning for third grader of Primary School students and can enhance students’ interest in learning materials and build students’ learning motivation.   References Apriyani, T. (2015). Pengembangan media pembelajaran interaktif Adobe Flash CS5 untuk meningkatkan keterampilan membaca teks pendek bahasa prancis siswa kelas XI SMA El Shadai Magelang. Disertasi. Universitas Negeri Yogyakarta. Arikunto, S. (2013). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta.  Darmawan, D. (2012). Inovasi pendidikan: pendekatan praktik teknologi multimedia dan pembelajaranonline. Bandung: Remaja Rosdakarya.  Hasan, A. M. (2003). Pengembangan profesionalisme guru di abad pengetahuan. Malang: PPS Universitas Negeri Malang. Diakses melalui http://www.tcpdf.org pada tanggal 18 Oktober 2011 Indriana, D. (2011). Ragam alat bantu media pengajaran. Yogjakarta: Diva Press. MADCOMS. (2013). Adobe Flash CS6. Yogyakarta: Andi Offset. Mawardi. (2018). Merancang model dan media pembelajaran. Scholaria: Jurnal Pendidikan dan Kebudayaan,8(1), 26-40. doi: https://doi.org/10.24246/j.js.2018.v8.i1.p26-40 Prayogo, P. D. (2015). Pengembangan multimedia interaktif tematik untuk siswa kelas IV SD Muhammadiyah Condongcatur. E-Jurnal Skripsi Mahasiswa TP, IV(7). http://journal.student.uny.ac.id/ojs/index.php/fiptp/article/view/756 Puspitasari, R. N. (2010). Upaya peningkatan prestasi belajar IPA siswa kelas III melalui penerapan metode guided inquiry-discovery. Disertasi. Surakarta: UNS. Radia, E. H. (2016). Upaya meningkatkan hasil belajar pada siswa kelas III melalui model belajar kontekstual berbantuan media benda konkret pada mapel Ilmu Pengetahuan Alam di SD Negeri Sidorejo Kidul 03 semester I tahun ajaran 2016/2017. Disertasi. Salatiga: Program Studi Pendidikan Guru Sekolah Dasar FKIP-UKSW. Rahmaibu, F. H., Ahmadi, F., & Prasetyaningsih, F. D. (2017). Pengembangan media pembelajaran menggunakan adobe flash untuk meningkatkan hasil belajar PKn. Jurnal Kreatif: Jurnal Kependidikan Dasar, 7(1), 1-10. https://journal.unnes.ac.id/nju/index.php/kreatif/article/view/9362 Sa'ud, U. S. (2012). Inovasi pendidikan. Bandung: Alfabeta. Sanoto, H., & Pulungan, D.S. (2014). Pengembangan pembelajaran IPA SD. Salatiga: Widya Sari Press. Slameto. (2011). Pengembangan model pembelajaran kreatif untuk meningkatkan prestasi belajar siswa Kelas IV SD RSBI Kota Salatiga. Satya Widya: Jurnal Penelitian Pengembangan Kependidikan, 27(1), 111-135. http://repository.uksw.edu/handle/123456789/6164 Slameto. (2015). Generation Z and the implications for counseling. Proceeding Seminar and Workshop Mid Year APECA 2015 in Salatiga. Diakses melalui http://repository.uksw.edu/handle/123456789/6862. Slameto., N. S. Wardani, & F Kristin. (2016). Pengembangan model pembelajaran berbasis riset untuk meningkatkan keterampilan berpikir aras tinggi. Prosiding Konser Karya Ilmiah Nasional 2016. “Komunikasi Hasil Riset, Pengabdian Masyarakat, dan Produk-Produk Unggulan yang Berdaya Saing”. Diakses melalui http://repository.uksw.edu/handle/123456789/8688. Sukarno. (1981). Dasar-dasar pendidikan sains. Jakarta: Bhatara Karya Aksara. Suyono & Hariyanto. (2014). Belajar dan pembelajaran. Bandung: Remaja Rosdakarya. Undang-Undang Republik Indonesia No 20 Tahun 2003 tentang sistem pendidikan. Yunita, R. (2017). Pengembangan multimedia adobe flash CS5 berbasis STAD sebagai media pembelajaranIPA pada pokok bahasan sistem gerak pada manusia untuk SMP/MTs. Disertasi. Lampung: IAIN Raden Intan Lampung.

scholarly journals The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication

2020 ◽  
Vol 11 (1) ◽  
pp. 21-28
Author(s):  
Arie Purwa Kusuma ◽  
Nurina Kurniasari Rahmawati ◽  
Ramadoni Ramadoni
Keyword(s):  
Direct Instruction ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Accelerated Learning ◽  
Learning Cycle ◽  
Learning Models ◽  
Mathematical Communication ◽  
Reasoning Abilities ◽  
Quasi Experimental ◽  
Brain Based Learning

The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities 

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