scholarly journals Students’ Divergent Thinking Ability in Finishing Economics Mathematical Test Using CEM-Learning (C-Learning, E-Learning, M-Learning) at Universitas Pamulang

2020 ◽  
Vol 7 (3) ◽  
pp. 283
Author(s):  
Nisak Ruwah Ibnatur Husnul ◽  
Yenny Marinatul Hasanah
Keyword(s):  
Divergent Thinking ◽  
Mathematics Learning ◽  
Accounting Students ◽  
Test Results ◽  
Mathematics Test ◽  
Thinking Ability ◽  
Grouping Students ◽  
E Learning ◽  
Department Faculty ◽  
Descriptive Method

This research aims to describe the divergent thinking ability of students in economic mathematics learning through CEM learning (C-learning, E-learning, M-learning) at Universitas Pamulang which supplies blended learning at Accounting Department, Faculty of Economy. The components used to find out the students’ ability of divergent thinking are fluency, flexibility, originality, and elaboration. This research applies qualitative approach by using descriptive method. The subjects of this research are accounting students who are taking Economic Mathematics, which uses CEM Learning (c-learning, e-learning, and m-learning) at Universitas Pamulang. The samples are taken by purposive sampling method. The data are taken by giving them Economics Mathematical test, analysing the tests’ results, grouping students to be interviewed related to the tests’ results. The interview is aimed to clarify the test results related to problem solving the economic mathematics test in divergent thinking. The data are analyzed by using triangulation technique. The findings show that CEM-learning (c-learning, e-learning, and m-learning) in students’ initial ability is fairly good. This is proven by the results of economic mathematical test in the, which are in the intermediate level, which was to formulate more than one ways to finish statistical test or problem. However, they were not able to answer on their ways. The components absorbed were fluency, originality, and elaboration

scholarly journals Pengaruh Kemampuan Berpikir Divergen dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Jumardi Rauf ◽  
Siti Nur Humaira Halim ◽  
Randy Saputra Mahmud
Keyword(s):  
Standard Deviation ◽  
Divergent Thinking ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Average Score ◽  
Self Reliance ◽  
Ex Post ◽  
Thinking Ability ◽  
Ex Post Facto

The aim of this study to know the influence of divergent thinking ability and self reliance learning towards students learning results. This is an ex-post facto research, the samples was 102 students from ninth class SMPN 24 Makassar. The instruments was divergent thinking skills test, koesioner self reliance learning, and test of student’s mathematical learning results. The results of a descriptive analysis showed that the ability to think divergent students in middle category with average score 55.91, standard deviation 10.623 of the 100 ideal score with percentage 42.42%. The self reliance of learning students in the high category with average score 60.03, standard deviation 6.528 of the 80 ideal score with percentage 74.2%. The results of students learning in the good categorized with average score 80.77, standard deviation 6.416 of the 100 ideal score with percentage 53%. The result of inferential analysis shows that the divergent thinking ability positively and significantly affects the learning results of 0.183. Self reliance learning also positively and significantly affect the learning results of 0.101. The results of inferential show that divergent thinking ability and self reliance learning simultaneously influence the results of mathematics learning students with regression equation Y=70,119+0,009X1+0,181X2. AbstrakTujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian ex-post facto, dengan mengambil sampel dari siswa kelas IX SMPN 24 Makassar sebanyak 102 orang. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir divergen, kuesioner kemandirian belajar dan tes hasil belajar matematika. Hasil analisis statistik deskriptif menunjukan bahwa kemampuan berpikir divergen siswa dikategorikan sedang dengan skor rata-rata 55,91 dan standar deviasi 10,623 dari skor ideal 100 dengan persentase 42,42%. Kemandirian belajar siswa berada pada kategori tinggi dengan rata-rata 60,03 dan standar deviasi 6,528 dari skor ideal 80 dengan persentase 74,2%. Sedangkan hasil belajar siswa dikategorikan baik dengan skor rata-rata 80,77 dan standar deviasi 6,416 dari skor ideal 100 dengan persentase 53%. Hasil analisis inferensial menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kemampuan berpikir divergen terhadap hasil belajar matematika sebesar 0,183, terdapat pengaruh positif dan signifikan antara kemandirian belajar terhadap hasil belajar matematika sebesar 0,101, serta terdapat pengaruh positif dan signifikan secara simultan antara kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika persamaan regresi Y = 70,119 + 0,009X1 + 0,181X2 

scholarly journals ANALISIS HASIL BALAJAR MATEMATIKA SISWA PADA METERI MATRIKS MELALUI PEMBELAJARAN BERBASIS E-LEARNING

2021 ◽  
Vol 9 (1) ◽  
pp. 1-5
Author(s):  
Abdul Wahab Abdullah ◽  
Dewi Rahmawaty Isa ◽  
Nur Fajriani Podungge
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Matrix Material ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
The Poor ◽  
E Learning ◽  
Descriptive Method

This study aims to describe students' mathematics learning outcomes in matrix material through e-learning based learning. This research was conducted at SMK Negeri 2 Limboto with a descriptive method involving 21 students as the research sample selected by purposive sampling technique. Data collection was obtained from the results of mathematics learning tests involving several indicators, namely: (1) understanding, (2) application, (3) analysis, (4) synthesis, and (5) evaluation. The results showed that students' mathematics learning results through e-learning-based learning were in the poor category, which was indicated by the percentage of scores achieved by students of 69%.

scholarly journals Deskripsi Kemampuan Berpikir Logis dan Pemahaman Konsep Sistem Hormon pada Siswa Kelas XI SMA

2019 ◽  
Vol 7 (2) ◽  
pp. 85
Author(s):  
Herman Sopian
Keyword(s):  
Control Variable ◽  
Sampling Technique ◽  
Logical Thinking ◽  
Test Results ◽  
Thinking Ability ◽  
Hormonal System ◽  
Quantitative Descriptive ◽  
Descriptive Method ◽  
Hormone System ◽  
Cluster Random Sampling

This study aimed to obtain information about logical thinking ability and understanding of the concept of students on the hormonal system material. This study was conducted in class XI in one of the high schools in the Serang city. The method used is descriptive quantitative. This quantitative descriptive method to describe, explain and interpret the logical thinking ability and understanding of students on the hormonal system concept by using instruments such as diagnostic tests and about the three-tier test and test of logical thinking (TOLT). The sampling technique is done by cluster random sampling as many as 33 students. Based on the results obtained TOLT that categorized either proportional reasoning, reasoning control variable and low category correlational reasoning, and reasoning probability and combinatorial reasoning sufficient category. Based on the three-tier test results showed that students had difficulty understanding especially on subconcepts hormone function as well as differences in the hormone system and nervous system�

scholarly journals Analisis Kendala Pembelajaran Matematika Berbasis Online (E-Learning) Pada Masa Pandemi COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 320-327
Author(s):  
Soffiani Tri Putri ◽  
◽  
Dadang Rahman Munandar
Keyword(s):  
Mathematics Learning ◽  
Student Response ◽  
Learning Activities ◽  
Learning Material ◽  
Research Subject ◽  
Open Questions ◽  
Learning Mathematics ◽  
E Learning ◽  
Class Viii ◽  
Descriptive Method

Mathematics is an essential subject to study so that it must be pursued in its implementation and possible. The existence of the covid-19 pandemic requires all learning activities to be carried out online. But in practice, online learning experiences several obstacles, especially in learning mathematics. For this reason, the purpose of this study is to describe the constraints in the online-based mathematics learning process (e-learning). This study uses a descriptive method with a qualitative approach. The subjects in this study were students of class VIII SMPN 1 Rawamerta. The research instrument was in the form of a student response questionnaire regarding online-based learning (e-learning), which consisted of seven closed questions and four open questions. Data collection was carried out by distributing the google link form to the student response questionnaire to the research subject. Data analysis was carried out descriptively by testing the validity of the data through triangulation techniques. The results showed that students' obstacles in online-based mathematics learning (e-learning) were technical and personal constraints. Technical constraints are in the form of an unstable internet network, internet quota, and teacher explanations that are not heard clearly. In contrast, unique constraints are the lack of students in understanding the learning material and feeling lazy to take online-based mathematics learning.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

Improving The Student's Classroom Student's Reasoning Ability In Mathematics Lesson Through Problem Solving Efforts At Sdn 13 Kubang

2018 ◽  
Vol 1 (2) ◽  
pp. 149-158
Author(s):  
Zulfetriani Zulfetriani
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Basic Knowledge ◽  
Test Results ◽  
Community Members ◽  
Maximum Value ◽  
Study Results ◽  
Daily Test

Basic education aims to provide basic skills to learners to develop their lives as individuals, community members, citizens and members of the human race and prepare learners to follow the next education. Primary education is organized to develop skills attitudes and provide the basic knowledge and skills necessary to live in communities and prepare learners who are eligible for secondary education (UU Sisdiknas No. 20 Year 2003 article 13). In teaching and learning activities, a teacher would have hope of desire for learners can get the maximum value possible, in accordance with the learning objectives created or desired but what can be in word, reality. For special mathematics subjects, field findings such as EBTANAS, summative test results and daily test scores and report scores indicate that the learners' learning outcomes are still below the numbers that may be unsatisfactory in both low and class high. From some study results and opinions of experts, the low mathematics learning outcomes of students is not because they are not able to perform calculations, but because they do not understand the problems contained in the problem. Hudoyo (in Laily Hasbullah: 2000: 1) states that questions related to numbers are not so difficult for learners, but the problems that use sentences are very difficult for learners who have less or less ability.  

scholarly journals Improving Mathematics Learning Outcomes Through Cooperative Learning Model Type NHT In Grade VIII A Students MTS Muhammadiyah

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhamad Ruslan Layn
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Male Students ◽  
Average Score ◽  
Test Results ◽  
Average Value ◽  
Class Viii ◽  
Pythagoras Theorem

This research is a Classroom Action Research (PTK), which aims to improve the learning outcomes of mathematics through NHT type cooperative learning model in students of class VIII A MTs. Muhammadiyah conducted collaboratively between researchers and teachers of mathematics studies. In the implementation of this research, it is done by giving group worksheet and observation sheet of student activity using NHT type cooperative learning model after giving an explanation about Pythagoras Theorem material as much as two cycles that cycle I and II. After being given group worksheets then conducted the assessment includes assessment of test results of a cycle I and cycles II and group worksheet to students that is by applying learning model of cooperative learning type NHT. The subjects of this study were students of class VIII A which amounted to 20 students consisting of 15 male students and 5 female students. Techniques of collecting data in research are this observation and test. The data obtained were then analyzed. The results of the study showed that the implementation using NHT type cooperative learning model on Pythagoras Theorem material. the ability of students in solving problems on the material above has increased. With the increase of the average value of students in the first cycle was 43.45 and increased in cycle II 83.90. Improvement of student learning outcomes to mathematics learning using NHT type cooperative learning is good. This is indicated by the average value of group learning outcomes in cycle I 60.00 or being in the medium category and the average score of the learning outcomes of the group in cycle I 82.50 or in the high category. This shows the result of increased mathematics learning after conducting cooperative learning model of NHT type

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