scholarly journals Authentic assessment for academic performance: study on the attitudes, skills, and knowledge of grade 8 mathematics students

2018 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Widodo Winarso
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Learning Activities ◽  
Learning Activity ◽  
Mathematics Students ◽  
Performance Study ◽  
Response Level ◽  
Effect Of Treatment

The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that  there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.

scholarly journals Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa kelas XI MIPA SMA Negeri 8 Barabai oleh : Syamsir Kamal

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Mathematics Students ◽  
And Mathematics ◽  
Differentiated Learning

This study aims to improve the learning activities and mathematics learning outcomes of students in class XI MIPA in the 2021/2022. This study uses differentiated learning by involving three elements, namely visual, auditory, and kinesthetic. This research is a classroom action research which is divided into two cycles. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on students of class XI MIPA 1 at SMA Negeri 8 Barabai in the 2021/2022. The results of the research carried out on 29 students, the activities in the first cycle showed an increase in learning activities from the previously applied learning, with an average student learning activity of 9.92 while the average score of student learning activities in the second cycle was 16 ,80. While student learning outcomes have increased from cycle I to cycle II, in the first cycle the number of students who completed 15 students (51.72%) while students who had not completed were 14 students (48.28%) with an average score of 66.55 . Then in the second cycle, there was a very high increase compared to the previous cycle, namely students who had reached the KKM totaled 28 students (96.55%), while students who had not completed was 1 student (3.45%) with an average score of 80. .This study shows that the application of differentiated learning can improve the activities and learning outcomes of mathematics students in class XI MIPA at SMA Negeri 8 Barabai in 2021/2022.

Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

2021 ◽  
Vol 5 (1) ◽  
pp. 46-50
Author(s):  
Nurfarida Ilmianah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Learning Activity ◽  
Research Subjects ◽  
The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting.   The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of  the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages,  the stages namely of planning, implementation, observation and reflection. With  the research  subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHTUNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKASISWA KELAS VI SDN 011 BERINGIN MAKMURKECAMATAN KERUMUTAN

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Wijiati '
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Class Action ◽  
Learning Activities ◽  
Test Results ◽  
Mathematics Students ◽  
Average Value ◽  
Learning Mathematics

The background of this research is the lack of students mathematics learning outcomes. This is because passive students in participating in learning, and in group learning activities, group less responsible members of the group, resulting in lower student learning outcomes. This study is a class action that aims to improve learning outcomes mathematics using cooperative learning model NHT. The research was conducted in classes VI SDN 011 Kerumutan Beringin Kecamatan Makmur. Research was conducted during two cycles. The research instrument consists of a sheet of teacher activity observation and student activity and learning outcomes. Based on the results of research and discussion, that the learning outcomes of students has increased after learning activities using cooperative learning model NH. This statement is supported by the results that have been raised previously, namely: (1) the results of the initial test results of learning mathematics students get an average of 54.00 with learning completeness percentage of 48%; (2) in the first cycle of students' mathematics learning outcomes increased with an average value of 64.00 with learning completeness percentage of 84%; and (3) in the second cycle students' mathematics learning outcomes increased with an average value of 67.00 with learning completeness percentage of 92%. This shows that the classical completeness has been reached, in which the research is successful if the completeness achieved 80% of students obtaining a minimum value of 70. Based on the results and discussion, it can be concluded that the application of cooperative learning model NHT can improve mathematics learning outcomes SDN 011 Beringin Makmur Kecamatan Kerumutan.

scholarly journals The IMPROVING STUDENT ACTIVITIES AND LEARNING OUTCOMES THROUGH RECIPROCAL TEACHING STRATEGIES WITH AUDIOVISUAL MEDIA

KadikmA ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 14
Author(s):  
Binti Munawaroh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Student Interest ◽  
Activity Data ◽  
Audiovisual Media

The research is about classroom action research in class XI MIPA 2 SMA Negeri 3 Bondowoso in the 2019/2020 school year. Data collection methods in this research are observation, documentation, and tests. The data obtained are student interest in learning, teacher activities and student learning activities during the learning process and learning outcomes in cycle I and cycle II. Student learning activity data obtained from observations. Student learning activities were analyzed descriptively. While the completeness of students' mathematics learning outcomes was obtained from the postest results. Classical student learning activities have increased in each activity indicator observed from cycle I to cycle II. This can be seen from students who do activity indicators, the percentage increases from cycle I and cycle II, from 73% to 93%. The increase in completeness of student learning outcomes occurred in each cycle, namely 31.5% in cycle I to 89.6% in cycle II. Based on the results above, it shows that the Reciprocal Teaching Strategy with Audiovisual Media can be used as an alternative to learning that can make students more active and can understand mathematical concepts in order to improve learning activities and student learning outcomes.

PENERAPAN PENDEKATAN REALISTICS MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 16 BENGKULU

2021 ◽  
Vol 8 (3) ◽  
pp. 10-20
Author(s):  
Dessy Angreni
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Learning Material ◽  
Research Subjects

AbstrakPenelitian  ini  bertujuan  untuk  meningkatkan  aktivitas  dan  hasil  belajar  siswa  dalam  pembelajaran Matematika dengan menerapkan pendekatan Realistics Mathematics Education. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian yaitu siswa kelas VIII G SMP Negeri 16 Kota Bengkulu semester genap  tahun  ajaran  2019/2020.  Pengumpulan  data  dilakukan  dengan  menggunakan  lembar observasi aktivitas self checklist dan tes hasil belajar siswa. Peningkatan aktivitas belajar  dapat  dilihat  dari rata-rata skor    pada  lembar  observasi  self checklist aktivitas belajar siswa siklus I sampai siklus III secara berturut-turut: 20,5 (kreteria cukup); 25 (kreteria baik); 30,5 (kreteria baik). Hasil belajar siswa dapat ditingkatkan dengan cara mengingatkan pada materi melalui masalah kontekstual, mengkaitkan manfaat belajar materi melalui masalah kontekstual, memberikan soal latihan, memberikan bimbingan kepada siswa yang mengalami kesulitan. Peningkatan hasil belajar siswa dapat dilihat dari nilai rata-rata tes hasil belajar dan latihan siswa siklus I sampai siklus III yaitu 59,24; 70,41; 80,76 dengan persentase ketuntasan belajar klasikal dari siklus I sampai siklus III yaitu 36%; 56%; 80%.Kata kunci: Aktivitas Belajar, Hasil Belajar, Pendekatan Realistics Mathematics Education (RME). AbstractThis study aims to improve the activities and student learning outcomes in Mathematics learning by applying the Realistics Mathematics Education approach. This type of research is Classroom Action Research. The research subjects were class VIII G SMP Negeri 16 Kota Bengkulu even semester academic year 2019/2020 Data collection was carried out using observation sheets for self checklist activities and student learning outcomes tests. Increased learning activities can be seen from the average score on the observation sheet of the self checklist of learning activities of students in cycle I to cycle III in a row: 20.5 (sufficient criteria); 25 (good criteria); 30.5 (good criteria).  Student  learning  outcomes  can  be  improved  by  reminding  the  material  through  contextual problems,  linking  the  benefits  of  learning  material  through  contextual  problems,  providing  practice questions, providing guidance to students who are experiencing difficulties. Improvement of student learning outcomes can be seen from the average test scores of learning and training results of students cycle I to cycle III, namely 59.24; 70,41; 80,76 with the percentage of classical learning completeness from cycle I to cycle III which is 36%; 56%; 80%.Keywords: Learning Activity, Learning outcomes,  Realistics Mathematics Education (RME).

PENERAPAN MODEL QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIB SDN 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

2017 ◽  
Vol 5 (3) ◽  
pp. 472
Author(s):  
Suyana '
Keyword(s):  
Learning Outcomes ◽  
Preliminary Data ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Activity Data ◽  
Teaching Models ◽  
Average Student ◽  
Teachers And Students

The background of this research is the lack of students' mathematics learning outcomes. Ofthe 24 students only 11 students who shoots. This study aims to improve students'mathematics learning outcomes through the application of quantum teaching models. Thisresearch is a class act penelitiain performed in SD Negeri 011 Bukit Gajah Kecamatan Ukui.The data used in this study is the activity data of teachers and students and student learningoutcomes. Based on the results penelitiain, learning outcomes and activity data of teachersand students expressed increased. This is evidenced by: the average student learningoutcomes preliminary data obtained are 63.90 and 66.86 in the first cycle increased by amargin of 2.96 points (4.63%). While the average student learning outcomes in the secondcycle is 77.05 increased by a margin of 10.19 points (15.24%). Completeness classicallearning outcomes at the beginning of the data obtained only 13 votes or 35.71% weremancapai KKM, in the first cycle increased to 11 people or 64.29% were reached KKM thenincreased again in the second cycle becomes 20 or 85, 71% or reached KKM. Improvedlearning outcomes at the top supported by: (a) The percentage of teachers in implementingthe learning activity in the first cycle of the first meeting 70.83% in both categories, and thesecond meeting is 79.17% in both categories have increased with the percentage of 11.76%.In the second cycle of the first meeting of 83.33% in the category of very good and the secondmeeting is 87.50% in the category very well. (B) Percentage of learning activities of studentsin the first cycle of the first meeting 58.33% in the category enough and a second meeting is66.67% in both categories increased by 14.29% persentse. In the second cycle the first andsecond meetings, namely 83.33% in both categories at all.

Hasil Belajar Matematika Siswa Ditinjau dari Interaksi Tes Formatif Uraian dan Kecerdasan Emosional

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Supardi U. S. Supardi
Keyword(s):  
Emotional Intelligence ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Narrative Form ◽  
Test Results ◽  
Mathematics Students ◽  
Math Learning ◽  
Learning Mathematics ◽  
High Emotional Intelligence

<p>This study aims to analyze the results of learning mathematics in terms of the <br />effect of the interaction between description and formative tests students' emotional intelligence. Research using experimental methods to design a 2x2 factorial treatment by level, and get the results as follows: (1) Overall, the results of the students' mathematics learning structured descriptions given formative tests is higher than that given in descriptions of formative tests are free. (2) There is an interaction effect descriptions and formative tests of emotional intelligence to the results of students' mathematics learning. In the group of students who are given the description of structured formative test results obtained studying mathematics students who have low emotional intelligence is higher than the students who have high emotional intelligence, while in the group of students were given a description of formative tests obtained free math learning outcomes of students who have low emotional intelligence no different from students who have high emotional intelligence. In order to improve the quality of mathematics learning, teachers should be able to conduct a formative test innovation in narrative form. Giving the description formative tests should be tailored to the level of emotional intelligence of students. </p>

The The Implementation Of Game Method To Increase Student’s Math Learning Activities In Smp Negeri

2017 ◽  
Vol 1 (1) ◽  
pp. 49-58
Author(s):  
Nisda Putri
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Mathematics Students ◽  
Average Value ◽  
Learning Mathematics ◽  
Math Class ◽  
Student Journals ◽  
Academic Year ◽  
Rules Of The Game

To be able to learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do", which describe something in their own way, showing for example, tried to practice skills and tasks that require  What Knowledge they have earned. The problems to be examined in this study are: a How improve mathematics learning outcomes by using the game in class IX SMP Negeri 2 P Ainan academic year 2014-2015? b. The steps made in improving learning outcomes math class IX students? The results showed that study using the game in class IX SMPN 2 Painan, on learning of Mathematics, encourage student learning activities to teach well so spur students to obtain satisfactory academic achievement. Of the 10 observed activities, 7 of them are classified into medium category and 3 of them fall into the less category. The three activities gradually increase in each cycle, the three activities are preparing places, materials and tools by 25.93%, expressing the idea of ​​11.11% and reading the rules of the game and books of 29.63% and each Has increased, become Preparing places, materials and tools of 55.56%, revealed the idea of ​​66.67% and for the activity of reading the rules of the game and books increased by 74.04%. Achievement learn student mathematics obtained grade average value in cycle I equal to 69,62 increase become 73,51 in cycle II. The percentage of students who reached the completeness standard also increased in the first cycle of 88.88% (Category Good), increased to 100% (Category Special Category) in cycle II. Thus the game method can improve the activity and achievement of learning mathematics students SMPN 2 Painan Lesson Year 2014/2015. Student journals are known by the use of game methods to make learning more fun, learning less tense but still concentrating. Students more quickly understand the concept of geometry and measurement by appreciating the role played.

scholarly journals Penggunakan Metode Kooperatif Learning pada Materi ASEAN IPS Sekolah Dasar untuk Meningkatkan Hasil Belajar

PALAPA ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 286-297
Author(s):  
Loecita Sandiar ◽  
Dwi Narsih
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Activities ◽  
Classroom Action Research

The purpose of this Classroom Action Research (CAR) was carried out with the aim to find out the increase in social studies learning achievements of ASEAN material through the application of cooperative learning methods to class VI SDN Jatiasih Bekasi students in 2018/2019. This Classroom Action Research was carried out by applying the Jigsaw type cooperative learning model in order improve the quality of the learning process and is a concept of learning activities that help teachers in carrying out mathematics learning activities on fractions taught by trying to maximize the active role of students, especially the knowledge they have and how they are applied in everyday life. With this concept, learning outcomes are expected to be more meaningful for students. The learning process takes place naturally in the form of activities students work and experience, not transfer knowledge from teacher to student. The quality of learning is more important than learning outcomes. Classroom Action Research (CAR) is carried out in stages 2 cycles, and the results of the actions taken have been proven to be able to improve student learning outcomes / achievements in terms of classical student mastery learning in the first cycle of 53%, could increase to 74.5% in the second cycle and in terms of the average value of the evaluation results of 74.5 in the second cycle of 79.2, this means there is an increase of 22%. From the results of this class action research also showed an increase in the level of student learning activities from 3 categories Active Enough in the first cycle to 3.5 Active categories, Active categories in the second cycle to 3.8 categories Very Active means there was an increase of 28.5%.

scholarly journals An Identification of Students’ Responses Based on Solo Taxonomy in Mathematics Learning Toward Learning Activities and Learning Outcomes

2020 ◽  
Vol 11 (2) ◽  
pp. 191-200
Author(s):  
Andi Kaharuddin ◽  
Nining Hajeniati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Structural Response ◽  
Learning Activity ◽  
High Learning ◽  
Response Level ◽  
Solo Taxonomy ◽  
Observation Instruments ◽  
Explanatory Sequential Design

Taxonomy solo is a classification of real responses from students. This research aims to identify the effect of students' responses based on a solo taxonomy in mathematics learning on learning activity and learning outcomes. This research is a mixed-method with an explanatory sequential design. The data were collected using observation instruments, questionnaires, interviews, and tests. The data was analyzed inferentially and narratively. Based on the results, students who are at the extended abstract response level are classified as very active and having very high learning outcomes, students who are at the relational response level are identified as active and having high learning outcomes, students who are at the multi-structural response level are identified as active and having moderate learning outcomes, students who are at the Uni-structural response level are identified as active and having moderate learning outcomes, and students who are at the pre-structural response level are identified as less active and having low learning outcomes. Thus, it can be interpreted that students' responses based on solo taxonomy in mathematics learning affect activeness and learning outcomes. 

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