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 Exploring Project-Based Teaching for Engaging Students' Mathematical Learning

2021 ◽  
Vol 6 (6) ◽  
pp. 30-49
Author(s):  
Raj Kumar Tyata ◽  
Niroj Dahal ◽  
Binod Prasad Pant ◽  
Bal Chandra Luitel
Keyword(s):  
Group Discussion ◽  
Secondary Level ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Equal Opportunities ◽  
Engaged Learning ◽  
Mathematical Concepts ◽  
Pair Group ◽  
Learning Mathematics ◽  
Coordinate Geometry

The declining interest of learners in mathematics in the learning process has resulted in poor achievement (Yeh et al., 2019). To get rid of these poor achievements, we explored project-based teaching in four topical areas (e.g., mathematical concepts of coordinate geometry, trigonometry, sequence, and series) in the school mathematics. This paper results from observing changes in engagement of learners in learning mathematics by motivating them through the project-based learning (PBL) guided by two theories – knowledge constitutive interests (Habermas, 1972), and collaborative and cooperative learning under the paradigms of interpretivism and criticalism. In this ethos, PBL is an “engaging and learner-directed approach that provides equal opportunities for students to explore their knowledge and understanding” (Thomas, 2000, p. 12). More specifically, we adopted the 'action research' method with the secondary level students (Grade IX) of one of the institutional schools in their classrooms. The information was collected by observing and recording the changes seen in consecutive seventeen days. The research landed that project-based learning is an appropriate pedagogy for engaged learning. The study revealed that the students were motivated while they got opportunities to interact in the projects. Moreover, the findings show that PBL is helpful to engage the learners through questioning, pair/group discussion, discovery learning, and concept mapping.

scholarly journals PENGARUH KEAKTIFAN DAN MINAT TERHADAP HASIL BELAJAR SISWA POKOK BAHASAN TRIGONOMETRI MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH DI KELAS XSMA 15 SEMARANG

2018 ◽  
Vol 5 (2) ◽  
pp. 58
Author(s):  
Sri Wigati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Models ◽  
Application Process ◽  
Learning Mathematics ◽  
The One

Student's enthusiasm and interest in learning mathematics are factors that influence learning outcomes. Where in the application of problem-based learning models on trigonometric material that aims to improve learning outcomes, but in the application process will also appear the activeness of students during the learning process takes place. This is intended to supplement the problem-based learning process in stages, including: understanding the problem, making a solution plan, implementing the plan, and reviewing the results obtained. From these stages there will also appear student activity and interest in the mathematics learning process which certainly contributes to learning outcomes. So the purpose of the study is to determine the effect of activeness and interest in student learning outcomes on trigonometry subjects through problem-based learning models. This research was designed using the One-Shot Case Study design. In this design there is only one group treated. The population in this study were all students of SMA Negeri 15 Semarang. With the sampling technique in this study using the Random sampling technique, obtained a sample of students in class X 7. The variables used are the activeness and interest of students and are learning outcomes. The results of the study concluded that there was a significant influence between activity and interest in learning outcomes with a significant effect of 81.8% in the implementation of problem-based learning models.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA DENGAN MENGGUNAKAN GEOMETRIC SKETCPAD

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 1-19
Author(s):  
Dazrullisa ◽  
T. Chairul Mahdi
Keyword(s):  
T Test ◽  
Discovery Learning ◽  
Learning Models ◽  
Mathematical Concepts ◽  
Mathematical Problems ◽  
Better Than ◽  
Statistical Formula

The lack of understanding of students 'mathematical concepts in solving mathematical problems, caused by teachers who teach with learning models that are less conditioned to the abilities of their students, this does not provide an opportunity for students to channel their ideas or ideas so that students' understanding of mathematical concepts is still low. The sample in this study was only two classes. Data were processed using the t-test statistical formula at a significant level = 0.05. After the data is processed using t-test so that t-count = 5.5 and t-table = 1.681 are obtained. So t_count> t_table is 5.5> 1.681 then H_0 is rejected and acceptance of H_a occurs. Thus the hypothesis in this study states that the mathematical concepts of students taught using discovery learning models are better than those taught without using discovery learning models using sketcpad geometric software. Data were processed using the t-test statistical formula at a significant level = 0.05. After the data is processed using t-test so that t-count = 5.5 and t-table = 1.681 are obtained. So t_count> t_table is 5.5> 1.681 then H0 is rejected and acceptance of Ha occurs. Abstrak Kurangnya pemahaman konsep matematika siswa dalam menyelesaikan masalah matematika, disebabkan oleh guru yang mengajar dengan model pembelajaran yang kurang dikondisikan dengan kemampuan siswa mereka, ini tidak memberikan kesempatan bagi siswa untuk menyalurkan ide atau ide mereka sehingga siswa Pemahaman konsep matematika masih rendah. Sampel dalam penelitian ini hanya dua kelas. Data diolah menggunakan rumus statistik uji-t pada tingkat signifikan = 0,05. Setelah data diproses menggunakan uji-t sehingga t-hitung = 5,5 dan t-tabel = 1,681 diperoleh. Jadi t_count> t_table adalah 5.5> 1.681 maka H_0 ditolak dan penerimaan H_a terjadi. Dengan demikian hipotesis dalam penelitian ini menyatakan bahwa konsep matematika yang diajarkan siswa menggunakan model discovery learning lebih baik daripada yang diajarkan tanpa menggunakan model discovery learning menggunakan perangkat lunak geometris sketcpad. Data diolah menggunakan rumus statistik uji-t pada tingkat signifikan = 0,05. Setelah data diproses menggunakan uji-t sehingga t-hitung = 5,5 dan t-tabel = 1,681 diperoleh. Jadi t_count> t_table adalah 5.5> 1.681 maka H0 ditolak dan penerimaan Ha terjadi. Kata Kunci: Discovery Learnig, Pemahaman Konsep Matematis, Geometri Sketcpad

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 PENGGUNAAN MEDIA PAPAN CATUR MANIPULATIF UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS XI.MIPA.1

2019 ◽  
Vol 10 (1) ◽  
pp. 40
Author(s):  
Risnita Risnita
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Discovery Learning ◽  
Geometric Transformation ◽  
Mathematics Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Research Findings ◽  
Field Notes ◽  
Media Learning

This research starts from the low results of learning mathematics students. This can be seen in the daily test of students who are below the Minimum Completion Criteria (MCC). One reason is a low understanding of mathematical concepts. Low understanding of concepts is due to the fact that mathematics is still abstracted by students. Abstract mathematical concepts for students will be easily understood if learning uses learning media. Learning carried out is discovery learning using manipulative chessboard media. This study aims to determine the improvement in learning outcomes of students of class XI MIPA 1 SMAN 1 Pangkalan Kerinci and conducted in two cycles consisting of planning, action, observation and reflection. The research data collected is data on learning outcomes and field notes. The collected data was analyzed descriptively. The results of this study indicate that the use of manipulate chess shooting media with discovery learning methods can improve learning outcomes. The learning outcomes of students from the first cycle and second cycle increased by 36.11%. Based on the research findings, it can be concluded that the use of manipulate chess shooting media with guided methods can improve learning outcomes on the subject of geometric transformation.

scholarly journals An Exploration of Secondary Students’ Perception of Blended Learning in Mathematics Learning

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Intania Ayu Harjanti ◽  
Ayu Faradillah
Keyword(s):  
Blended Learning ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Easy Access ◽  
Survey Method ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Mathematical Problems

This study aims to analyze students’ perceptions about the use of blended learning models in understanding mathematics. As blended learning becomes more commonplace, it is important to assess whether students like or dislike the application of blended learning in their studies. The total research subjects were 319 secondary students from 6 different schools in Jakarta. Furthermore, this study used a survey method and the data were analyzed using the Rasch Model (WinSteps). The research instrument was a questionnaire consisting of 21 statements with several indicators, including the delivery of material, understanding of mathematical concepts, easy access, and assignments. Based on the wright maps table on WinSteps, the percentage of male students who like the Blended Learning model in learning mathematics is more than female students. Meanwhile, when viewed in terms of grade, 7th and 8th grade students like the application of blended learning models the most. In addition, this study reveals that students most dislike when it is difficult to access assignments online during the application of blended learning by teachers in learning mathematics. Therefore, to solve mathematical problems, students prefer to have a face-to-face interaction with the teachers to ask if there is something that is not understood yet.

Application of the Discovery Learning Teaching Model in Mathematics Subjects

2021 ◽  
Vol 2 (1) ◽  
pp. 144-150
Author(s):  
Marina Rahmayanti
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Teaching Model ◽  
Learning Material ◽  
Learning Models ◽  
Mental Processes ◽  
Mathematical Concepts ◽  
Learning Achievement ◽  
Processing Information

Discovery learning itself occurs when individuals are involved, especially in using mental processes to find some concepts and principles. By using this model, students are required to carry out various activities to collect information, compare, categorize, analyze, integrate, reorganize materials and make their conclusions. In the discovery learning model, students are expected to be more active by processing information and mathematical concepts. Students are also able to make conclusions from the learning material that has been taught. This literature review was to obtain an overview of discovery learning models. From these results, it can be concluded that student learning achievement with a model of discovery learning differs significantly where the student learning achievement with a discovery learning model is higher than with the direct instruction model.

scholarly journals GeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature

2020 ◽  
Vol 16 (1) ◽  
pp. 1-13
Author(s):  
Marie Sagesse Uwurukundo ◽  
Jean François Maniraho ◽  
Michael Tusiime
Keyword(s):  
Teaching And Learning ◽  
Mathematical Concepts ◽  
Analytical Thinking ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Difference ◽  
Main Construct ◽  
The One ◽  
And Control ◽  
Deep Exploration

This article explores studies that investigated GeoGebra integration and its effectiveness in teaching and learning mathematics. The study examines existing studies on how and why GeoGebra enhanced students’ performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. By a deep exploration of the main construct of the study, we collected and analyzed 20 studies whose results reported that GeoGebra added values when applied in teaching and learning in different mathematical domains. The reviewed literature identified four domains in Mathematics: Geometry, Algebra, Calculus, and Trigonometry that was studied. The majority of the reviewed studies investigated the integration of GeoGebra in Geometry and few studies were found in other mathematical domains. The literature ascertains that students can explore independently the software and acquire mathematical concepts with minimum assistance from the teacher. The results from the reviewed literature, on the one hand, indicated 16/20 or (80 %) of the studies generally showed that GeoGebra is effective in teaching and learning Mathematics since GeoGebra contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. On the other hand, only 4/20 studies or (20%) showed non-effectiveness of GeoGebra since students in both experimental and control groups did not show the difference in their performance after being both given post-tests or an interview. This may indicate that although GeoGebra seems to be largely effective, such effectiveness is dependent on the way it is integrated into the teaching and learning process. Therefore, we recommend that other research should step up investigating why most of the studies were found in the Geometry domain and few in other domains.

PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA DENGAN PENERAPAN MEDIA KARTU PERMAINAN BILANGAN DI SDIT DELI INSANI TANJUNG MORAWA

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dwi Novita Sari ◽  
Putri Juwita
Keyword(s):  
Elementary School Students ◽  
Fifth Grade ◽  
School Students ◽  
Mathematical Concepts ◽  
Class V ◽  
Fifth Grade Students ◽  
Learning Mathematics ◽  
Comprehension Ability ◽  
The Subject ◽  
Number Game

This study aims to improve the results of learning mathematics of elementary school students SDIT Deli Insani of class V on the subject matter of fractions by using number playing card media. The from of this study is classroom action research conducted in 2 cycles, using number playing cards at SDIT Deli Insani in class V Tanjung Morawa. The subjects of this study were the fifth grade students of SDIT Deli Insani, amounting to 30 students. This action was carried out in April 2018. Methods of collecting data using observation and documentation. The data analysis used is quantitative and qualitative analysis. The results of the study showed an increase in students' ability to understand concepts from the first cycle and second cycle. Percentage of increase in pre-action results, cycle I and cycle II students' concept comprehension ability that is 13.04% for indicators identifying number forms using number game cards (dominoes) and indicators solving problems in fractional form operations using dominoes 27.26%. the success indicator in cycle II reaches 80%. Thus the application of number game cards can improve students' understanding of mathematical concepts at SDIT Deli Insani in Class V.

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