Pemahaman Konsep Matematis: pengaruhnya oleh Gaya Kognitif dan Pembelajaran Learning Cycle 7E dengan Geogebra

<p><em>This study aims to see the effect of: 1) cognitive style (Field Independent and Field Dependent) on the ability to understand mathematical concepts; 2) application of the geogebra-assisted cycle 7e learning model on the ability to understand mathematical concepts; 3) the interaction between the learning model group (learning cycle 7E learning model, learning cycle learning model 7E assisted by geogebra and conventional learning model) and the cognitive style group on students' mathematical concept understanding abilities. Quasi experimental design is used as a research method with data collection techniques using concept understanding tests and cognitive style tests. The two-way ANOVA test was used to find answers to the research objectives that had previously been tested for normality and homogeneity tests. Based on the test results, it can be concluded that: 1) The application of the 7E learning cycle learning model with geogebra has a good effect on the ability to understand mathematical concepts; 2) cognitive style has no effect on mathematical understanding ability; and 3) there is no interaction between the learning model group and the cognitive style group on the ability to understand mathematical concepts.</em></p>

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The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style

Jurnal Didaktik Matematika ◽

10.24815/jdm.v7i1.14932 ◽

2020 ◽

Vol 7 (1) ◽

pp. 1-12

Author(s):

Yerizon Yerizon ◽

Farhani Farhani ◽

Hendra Syarifuddin ◽

Nor’ain Mohd Tajudin

Keyword(s):

Cognitive Style ◽

Junior High School ◽

Sampling Technique ◽

Mathematical Concept ◽

Learning Model ◽

Mathematical Concepts ◽

Concept Understanding ◽

Field Independent ◽

Quasi Experimental ◽

Figure Test

This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style.

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PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs

Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ◽

10.22373/jppm.v4i1.7366 ◽

2020 ◽

Vol 4 (1) ◽

pp. 50

Author(s):

Safitri Safitri

Keyword(s):

Conceptual Understanding ◽

Mathematical Concept ◽

Mathematical Concepts ◽

Ability Test ◽

Concept Understanding ◽

Flat Side ◽

Quasi Experimental ◽

Class Viii ◽

Three Stages ◽

Better Than

The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.

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PENGARUH MODEL PEMBELAJARAN TANDUR TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP DAN PENALARAN MATEMATIS PESERTA DIDIK

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v7i2.1497 ◽

2018 ◽

Vol 7 (2) ◽

pp. 201

Author(s):

Titin Puji Astuti ◽

Rubhan Masykur ◽

Dona Dinda Pratiwi

Keyword(s):

Mathematical Reasoning ◽

Sampling Technique ◽

Mathematical Concept ◽

Learning Model ◽

Control Group ◽

Model Learning ◽

Control Group Design ◽

Concept Understanding ◽

And Control ◽

Academic Year

The aims of this research to gain the result of effect TANDUR model to mathematical concept understanding and student’s mathematical reasoning. This research was quasi experiment with pretest-postest control group design. The population in this research was students of seventh grade SMP N 2 Natar academic year 2017/2018. The sampling technique used random sampling technique and divided onto two groups, experiment group and control group. The results of this research were: 1) there was influence of TANDUR learning model to mathematical concept understanding. 2) there were influence of TANDUR learning model to mathematical reasoning. 3) TANDUR model learning can affect simultaneously of mathematical concept understanding and mathematical reasoning.

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PENGARUH MODEL PEMBELAJARAN REACT DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA

EDUPEDIA ◽

10.24269/ed.v1i1.165 ◽

2017 ◽

Vol 1 (1) ◽

pp. 11

Author(s):

Nia Risti Rahayu ◽

Sumaji Sumaji

Keyword(s):

Hypothesis Test ◽

Mathematical Concept ◽

Learning Model ◽

Discovery Learning ◽

Mathematical Concepts ◽

Guided Discovery ◽

Significance Level ◽

Concept Understanding ◽

Comprehension Test ◽

The Difference

The purpose of this research were to know: (1) the effect of REACT learning model on the students’ understanding of mathematical concepts, (2) the effect of guided discovery learning model on students' understanding of mathematical concepts, (3) the difference in students’ mathematical concept understanding obtained by using REACT learning model and guided discovery learning. This research type was quasi experiment with entire class VII MTs Al-Islam Joresan as population and class VIIA and VIIB as sample. Class VIIA was taught by using the REACT learning model and class VIIB was taught by using the guided discovery learning model. The instrument used was a question sheet of concept comprehension test and data collection the technique was test and documentation. The concept comprehension test results were analyzed using t test with significance level of 0.05. The results of the hypothesis test showed that the REACT learning model has an effect on the students’ understanding of mathematical concepts. In addition, the guided discovery learning model has an effect on the students’ understanding of mathematical concepts. Both REACT learning model and guided discovery learning model showed no difference in students’ mathematical concept understanding.

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Penerapan Model Pembelajaran REACT dalam Peningkatan Pemahaman Konsep Siswa

Al-Khwarizmi Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.24256/jpmipa.v6i2.338 ◽

2018 ◽

Vol 6 (2) ◽

pp. 157-166

Author(s):

Aswar Anas ◽

Fitriani A

Keyword(s):

Experimental Research ◽

Learning Model ◽

Learning Models ◽

Mathematical Concepts ◽

Concept Understanding ◽

Test Instrument ◽

Before And After ◽

Quasi Experimental

Abstract:Application of the REACT Learning Models in Increasing the Understanding of Students' Concepts. This research is a quasi-experimental research with a class that aims to know: (1) How is the description of students' understanding of mathematical concepts before and after the application of the REACT learning model. And (2) Is there an increase in students' understanding of concepts after the application of the REACT model. In this study using a concept understanding test instrument. From the results of the study, it was concluded that. (1) The application of the REACT learning model can change the average understanding of students' mathematical concepts from low categories to high categories. (2) Increasing understanding of mathematical concepts students on average are in the medium category. And (3) There is an increase in understanding of students' mathematical concepts with the application of REACT learning models.Abstrak:Penerapan Model Pembelajaran REACT dalam Peningkatan Pemahaman Konsep Siswa. Penelitian ini merupakan penelitian eksperimen semu dengan satu kelas yang bertujuan untuk mengtahui: (1) Bagaimana gambaran pemahaman konsep matematika siswa sebelum dan setelah penerapan model pembelajaran REACT. Dan (2) Apakah terdapat peningkatan pemahaman konsep siswa setelah penerapan model REACT. Pada penelitian ini menggunakan istrumen tes pemahaman konsep. Dari hasil penelitian diperoleh kesimpulan bahwa. (1) Penerapan model pembelajaran REACT dapat mengubah rata-rata pemahaman konsep matematika siswa dari kategori rendah menjadi kategori tinggi. (2) Peningkatan pemahaman konsep matematika siswa rata-rata berada pada kategori sedang. Dan (3) Terdapat peningkatan pemahaman konsep matematika siswa dengan penerapan model pembelajaran REACT.

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Mathematical Concept Understanding: the Impact of Integrated Learning Model

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v10i2.3880 ◽

2019 ◽

Vol 10 (2) ◽

pp. 211-222

Author(s):

A.M.Irfan Taufan Asfar ◽

Asmawaty Asmawaty ◽

Aisyah Nursyam

Keyword(s):

Learning Strategy ◽

Mathematical Concept ◽

Learning Model ◽

Discovery Learning ◽

Control Group ◽

Mathematical Concepts ◽

Control Group Design ◽

Guided Discovery ◽

Concept Understanding ◽

The Impact

This study aims to investigate the improvement of students' mathematical concepts understanding through the application of Guided, Explained, Collaborated & Evoked (GECE) Learning Strategy. The GECE Learning Strategy originates from the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model. The quasi-experimental with nonequivalent control group design was employed in this study. The instruments used were a test in the form of a description based on real-world concepts and a questionnaire to determine students' responses in the process of learning mathematics. Based on the results of hypothesis testing using the Mann-Whitney test, it was obtained that p <α (0.001 <0.005) which shows that the application of the GECE learning model affects students' mathematical concept understanding with n-gain of 0.62 (medium category). The effectiveness of the learning model applied was measured using Cohen's formula and a value of 1.88 (high category) was obtained. The results were also supported by positive students' responses of 3.45 which means that the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model could effectively improve students' mathematical concepts understanding.

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PENGARUH KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK MELALUI PEMBELAJARAN MODEL LEARNING CYCLE ENGAGEMENT EXPLORATION EXPLANATION ELABORATION DAN EVALUATION DISERTAI MIND MAPPING

Jurnal Pendidikan Biologi ◽

10.17977/um052v12i1p16-21 ◽

2021 ◽

Vol 12 (1) ◽

pp. 16

Author(s):

Syamilah Meidiyanti ◽

Eka Damayanti ◽

St Syamsudduha ◽

Jamilah Jamilah

Keyword(s):

Creative Thinking ◽

Learning Model ◽

T Test ◽

Learning Cycle ◽

Average Score ◽

Model Learning ◽

Mind Mapping ◽

Paired Sample ◽

Group Design ◽

Before And After

Abstrak. Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan berpikir kreatif sebelum dengan setelah penggunaan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping pada peserta didik di SMAN 8 Bulukumba; (2) apakah ada pengaruh penerapan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping terhadap kemampuan berpikir kreatif pada peserta didik di SMAN 8 Bulukumba. Jenis penelitian penelitian quasi eksperimen, dengan pretest posttes group design. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif dan lembar observasi pelaksanaan pembelajaran. Data diolah menggunakan analisis statistik deskriptif dan inferensial paired sample t-test. Hasil analisis deskriptif menunjukkan rata-rata skor kemampuan berpikir kreatif sesudah perlakuan lebih tinggi dibanding rata-rata skor kemampuan berpikir kreatif sebelum perlakuan. Hasil analisis inferensial menunjukkan p sebesar 0,000, hal ini berarti terdapat perbedaan skor kemampuan berpikir kreatif sebelum dan setelah diberikan perlakuan. Maka dapat disimpulkan bahwa kemampuan berpikir kreatif peserta didik dapat ditingkatkan melalui pembelajaran model learning cycle 5E disertai mind mapping.Abstract. This research aims to understand: (1) The differences in creative thinking abilities of the students of SMAN 8 Bulukumba before and after using learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping, (2) The effect of learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping implementation towards students’ creative thinking abilities. This quasi experiment research done with pretest posttest group design. The Instruments used were creative thinking tests and learning implementation form. Data was analyzed descriptively and inferentially to paired sample t-test. Based on descriptive analysis, it showed the average score of creative thinking abilities of students after using the learning model was higher than the score before using the learning model. The inferential analysis showed the P value was 0,000 means there is a difference in score of creative thinking abilities before and after the implementation of the learning model. It can be concluded that the learning model of 5E with mind mapping might improve students’ creative thinking abilities.

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The Effect of Contextual Teaching And Learning (CTL) Learning Model on The Ability Of Concept Understanding Class VII Students of SMP 16, Kota Bengkulu

Jurnal Pendidikan Matematika Raflesia ◽

10.33449/jpmr.v4i1.7525 ◽

2019 ◽

Vol 4 (1) ◽

pp. 19-28

Author(s):

Sufianto Sufianto

Keyword(s):

Junior High School ◽

Teaching And Learning ◽

Sampling Technique ◽

Learning Model ◽

Ability Test ◽

Concept Understanding ◽

Comprehension Ability ◽

Quasi Experimental ◽

Contextual Teaching ◽

Average Average

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on the ability to understand the concepts of class VII students of SMP 16 Kota Bengkulu. The research carried out was quasi-experimental with a population of all students in class VII of SMP 16 Kota Bengkulu totaling 218 students. Samples were taken by random sampling technique and a sample of 60 students was obtained, 30 students in the VIIA class as the experimental class, 30 students in the VIIE class as the control class. Data collection using Instrument concept understanding ability test. Data analysis techniques using Ancova. The results showed that there was the influence of the Contextual Teaching and Learning (CTL) learning model on the conceptual comprehension ability of seventh grade students in Bengkulu City 16 Junior High School at 80.50% with an average of 82.75 and there was an effect of an initial ability of 60.50% with an average average of 82.80. It can be concluded that the ability to understand students' concepts is better by using the Contextual Teaching and Learning (CTL) learning model.

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THE EFFECT OF MIND MAPPING LEARNING MODEL AND CONTEXTUAL TEACHING AND LEARNING (CTL) TO CONCEPT UNDERSTANDING STUDENTS AT SMP NEGERI 1 PULUNG

EDUPEDIA ◽

10.24269/ed.v1i1.168 ◽

2017 ◽

Vol 1 (1) ◽

pp. 41

Author(s):

Dhika Jeviana ◽

Julan Hernadi

Keyword(s):

Data Collection ◽

Teaching And Learning ◽

Learning Model ◽

Mind Mapping ◽

Significance Level ◽

Concept Understanding ◽

Result Show ◽

Quasi Experimental ◽

Contextual Teaching ◽

The Mind

This research aims to know: (1) the effect of Mind Mapping learning model to the concept understanding students (2) the effect of Contextual Teaching and Learning model to concept understanding students (3) which is better between of Mind Mapping Learning Model and Contextual Teaching and LearningModel to concept understanding students.This research a quasi-experimental research with population covering all seventh grade students of SMP Negeri 1 Pulung that is consisted of five classes. From five classes, classes VIIC and VIIE were randomly choosen as the sample. Then two classes were taken randomly to determine the type of treatment to be given. Class VIIC was taught by using the Mind Mapping Learning Model and class VIIE was taught by Contextual Teaching and Learning Model. The data collection techniques were a test while the instrument used to collect understanding concept test.The data collection techniques to know is there any understanding concept students is given of treatment Mind Mapping Learning Model betterthan understanding concept students is given of treatment Contextual Teaching and Learning Model by t-test.The result show that at the significance level of 0.05, concept understanding students more taught by using the Mind Mapping Learning Model was better than Contextual Teaching and Learning Model.

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Effect of cooperative learning model type of group investigation and adversity quotient of students on mastery of chemical concepts on salt hydrolysis material

Jurnal Pendidikan Kimia ◽

10.24114/jpkim.v12i3.21161 ◽

2020 ◽

Vol 12 (3) ◽

pp. 124-135

Author(s):

Havizhah Havizhah ◽

◽

Muhaimin Muhaimin ◽

Damris Muhammad ◽

◽

...

Keyword(s):

Cooperative Learning ◽

Learning Model ◽

Control Group ◽

Model Group ◽

Model Type ◽

Chemical Concept ◽

Test Instrument ◽

Concept Mastery ◽

Chemical Concepts ◽

Quasi Experimental

This study aims to see the effect of the cooperative learning model type of group investigation and adversity quotient of students on the mastery of chemical concepts on salt hydrolysis. This research is a quasi-experimental research with a control group posttest only design using a 2 × 3 factorial design. The research was conducted in class IX MIA SMA N 10 Batanghari with two classes. Sampling was done by total sampling. Data collection techniques are questionnaires, tests and documentation. The test instrument was used to determine the value of mastery of chemical concepts on salt hydrolysis. Meanwhile, the questionnaire instrument was used to determine the level of adversity quotient of students. Data processing used two-way ANOVA. The results showed that the cooperative learning model group Investigation type and the adversitiy quotient of the climber type students had high mastery of chemical concepts, but there was no interaction between the group investigation type learning model and the adversity quotient on the mastery of chemical concepts on salt hydrolysis due to the learning model and adversity quotient influence on mastery of chemical concepts independently. Based on the results of the study, it can be concluded: (1) there is an effect of the group investigation type cooperative learning model on the mastery of chemical concepts (2) there is an effect of students adversity quotient on chemical concept mastery (3) there is no interaction between the cooperative learning model group investigation type with students' adversity quotient on mastery of chemical concepts in salt hydrolysis.

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