scholarly journals EFEKTIVITAS PEMBELAJARAN PETA KONSEP DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI KESEBANGUNAN DAN KEKONGRUENAN DITINJAU DARI KREATIVITAS

2021 ◽  
Vol 9 (1) ◽  
pp. 34-43
Author(s):  
JONNER NAINGGOLAN ◽  
HUMISAR BTPJ PASARIBU
Keyword(s):  
Learning Outcomes ◽  
Concept Maps ◽  
Mathematics Learning ◽  
Test Methods ◽  
Validity And Reliability ◽  
Independent Variables ◽  
Conventional Methods ◽  
Collection Methods ◽  
Two Independent Variables ◽  
Better Than

The purpose of this study was to determine whether the mathematics learning outcomes on the congruence and congruence material taught by concept maps were better than students taught by conventional methods. The variables in this study were two independent variables (1) learning methods, and (2) students' creativity and one dependent variable, namely mathematics learning outcomes. The sample in this study were students of class IX B and IX E SMP Negeri 2 Abepura Jayapura. Data collection methods used in this study are: documentation, questionnaires and test methods. Questionnaires and tests used to retrieve data in research before use were tested for validity and reliability. The processed data is data that is normally distributed and homogeneous. The results of the study showed that students' mathematics learning outcomes on the similarity and congruence material taught with concept maps were better than those taught by conventional methods. Mathematics learning outcomes of students on similarity and congruence materials that have high creativity are better than moderate creativity. The mathematics learning outcomes of students on similarity and congruence materials that have moderate creativity are better than low creativity

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

Efektivitas Model Problem Based Learning (PBL) Berbantuan CD Pembelajaran, CD Interaktif Terhadap Prestasi Belajar Matematika

2019 ◽  
Vol 2 ◽  
Author(s):  
Ek Ajeng Rahmi Pinahayu ◽  
Aulia Ar Rakhman Awaludin ◽  
Purni Munah Hartuti
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Interactive Media ◽  
Problem Based Learning ◽  
Learning Achievement ◽  
Interactive Data ◽  
Variant Analysis ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Better Than

The study aims to determine the effectiveness of mathematics learning achievement for students who are subject to the Problem Based Learning model assisted by CD Learning and CD Interactive as well as Conventional learning models on flat-build material. The population in this study were seventh grade students of SMP Negeri 223 Jakarta Timur in the academic year 2017/2018. By using selected cluster random sampling techniques VII 3 as the control class, VII 6 and VII 7 respectively as the experimental class PBL models assisted CD learning and assisted PBL models CD Interactive. Data were obtained by documentation and tests, then analyzed by Normality, Homogeneity, One-way Variant Analysis (ANOVA), Two-party and One-party Similarity Test. The results showed that there were significant differences between mathematics learning achievement of students who were taught by learning using PBL models assisted by CD Interactive, PBL models assisted by CD learning and conventional learning. Learning achievement of students who get learning using CD Interactive media is better than students who get conventional learning. Likewise, the learning achievements of students who get learning using CD Learning, media are better than students who get conventional learning. In addition, there were no significant differences between the mathematics learning outcomes of students who were taught using PBL models assisted by CD Interactive and students using PBL models assisted by CD Learning.

scholarly journals PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Laila Hidayah ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
High Learning ◽  
Analysis Technique ◽  
And Mathematics ◽  
Better Than

The study aims to find out 1) whether or not there is an effect of the Reciprocal Teaching model on students' mathematics learning outcomes. 2) which ones have good mathematical learning outcomes between those who have high, moderate learning independence. 3) interactions between Reciprocal Teaching and conventional learning models. The data analysis technique uses hypothesis testing of two-way anava with unequal cells. Research conclusions: 1) There is an influence of mathematics learning outcomes between those who learn using the Reciprocal Teaching and conventional learning models. 2) Mathematics learning outcomes that have high learning independence are better than those with moderate learning independence and mathematics learning outcomes that have moderate independence are better than those with low learning independence. 3) There is an interaction between Reciprocal Teaching and conventional learning models and learning independence on mathematics learning outcomes in those who have high, medium and low learning independence.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals Penerapan Strategi Pembelajaran Circuit Learning: Suatu Upaya dalam Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 9 (2) ◽  
pp. 285
Author(s):  
Syahrial Syahrial
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Alternative Hypothesis ◽  
Mathematics Learning ◽  
Control Group ◽  
Test Analysis ◽  
The Real ◽  
Randomized Control ◽  
Affective Domains ◽  
Better Than

This research is motivated by the low student mathematics learning outcomes. The influencing factors are inactive students and lack of communication between students and students. This study aims to determine the effect of the application of the circuit learning strategy to students' learning outcomes in the cognitive and effective domains. This type of research is pre-experimental and the research design used is randomized control group only design. Based on the final test of learning outcomes obtained an average of mathematics learning outcomes in the experimental class 79.3 and the average mathematics learning outcomes of the control class 70. The results of the t-test analysis obtained tcount = 3.89 and ttable = 1.667 at the real level of 0.05. It is concluded that tcount> ttable accepts an alternative hypothesis (H1) that is the mathematics learning outcomes of the experimental class students is better than the control class. Analysis of the data in the affective domain obtained zcount = 3.83 and ztable = 1.64 at the real level of 0.05 thus zcount> ztable, in other words Hi is accepted meaning that student learning activities in the experimental class are better than the control class. Based on data analysis in the cognitive and affective domains it can be concluded that there is an influence of the application of the circuit learning strategy to student mathematics learning outcomes.

scholarly journals Pembelajaran Matematika Menggunakan Model Contextual Teaching and Learning (CTL) pada Materi Kubus dengan Konteks Tahu di kelas VIII

2018 ◽  
Vol 2 (2) ◽  
pp. 108-115
Author(s):  
Depi Adela Sari ◽  
Chika Rahayu ◽  
Indah Widyaningrum
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Test Methods ◽  
Learning Models ◽  
Average Value ◽  
Contextual Teaching ◽  
And Control

This service uses the Pretest Posttest Design design. The purpose of this service is to determine the effect of contextual teaching and learning (CTL) learning models on student learning outcomes on cube material with the context of tofu in grade VIII? Data collection uses documentation and test methods. The data is processed using the t test statistical test. Based on data analysis, the average value of experimental class students is 83.90 and control class 73.11. From the average value obtained by students, it can be seen that mathematics learning using contextual teaching and learning (CTL) learning models with context knows that it has a positive effect on student learning outcomes on cube material

scholarly journals Pengaruh Penggunaan Metode Pembelajaran Terhadap Hasil Belajar Matematika Ditinjau dari Sikap Siswa Pada Pelajaran Matematika

2017 ◽  
Vol 13 (1) ◽  
pp. 95
Author(s):  
Sita Husnul Khotimah
Keyword(s):  
Learning Outcomes ◽  
Group Work ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Methods ◽  
Conventional Methods ◽  
Students Attitudes ◽  
Difficulty Index ◽  
Attitudes Toward Students

The purpose of this study is to determine the effect of learning methods on students’ mathematics learning outcomes, find out the influence of students’ attitudes toward students’ mathematics learning outcomes. Moreover, to know the influence of learning methods and students’ attitudes together with the students’ mathematics learning outcomes. Sample used from the affordable population were taken by 20 people as samples of instrument test and 64 people as research samples using proportional random samplingtechniquefromall VIIgradeinstate SMP 7 andstate SMP 8 Depok West Java. Data collection is carried out by the technique of giving learning test result and by questionnaire dispersion. The data analysis consists of testing the research instrument through validity, reliability, difficulty index, and distinguishing strength. Then test the requirement analysis using normality test and homogeneity test. Hypothesis testing with 2 lane ANOVA test and Tukey test. Based on the result of hypotheses and data analisis, summed up some things as follows. 1) The students’ mathematics learning outcomes that were taught using group work methods werehigher than using conventional methods. 2) There is influence of interaction between learning method and student attitude on students’ mathematics learning outcomes. 3) There is difference on the result of mathematics learning by group work method which is better than mathematics learning outcomes with conventional methods, on the group of students with positif attitudes. There is not difference on mathematics learning outcomes by group work methods or conventional methods on the group of students with negative attitudes. Keywords: Learning methods, Student attitudes, Learning outcomes Tujuan dari Penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran terhadap hasil belajar matematika siswa, mengetahui pengaruh sikap siswa terhadap hasil belajar matematika siswa. Selanjutnya untuk mengetahui pengaruh metode pembelajaran dan sikap siswa secara bersama-sama terhadap hasil belajar matematika siswa. Metode penelitian yang digunakan adalah eksperimen. Sampel yang digunakan dari populasi terjangkau diambil 20 orang sebagai sampel ujicoba instrumen dan 64 orang sebagai sampel penelitian menggunakan teknik proporsional random sampling dari seluruh kelas VII di SMPNegeri 7 dan SMPNegeri 8 Depok Jawa Barat. Pengumpulan data dilaksanakan dengan teknik pemberian tes hasil belajar dan dengan penyebaran angket. Analisis data terdiri dari pengujian instrumen penelitian dengan uji validitas, reliabilitas, indeks kesukaran, dan daya pembeda. Selanjutnya dilakukan uji persyaratan analisis dengan uji normalitas dan uji homogenitas. Pengujian hipotesis dengan uji ANOVA 2 Jalur dan Uji Tukey. Berdasarkan hasil hipotesis dan analisis data, disimpulkan beberapa hal sebagai berikut: 1) Hasil belajar matematika siswa yang diajar dengan menggunakan metode kerja kelompok lebih tinggi dari pada dengan menggunakan metode konvensional. 2) Terdapat pengaruh interaksi antara metode pembelajaran dan sikap siswa terhadap hasil belajar matematika siswa. 3) Ada perbedaan hasil belajar matematika dengan metode kerja kelompok lebih baik dari pada hasil belajar matematika dengan metode konvensional pada kelompok siswa yang bersikap positif. Tidak ada perbedaan hasil belajar matematika dengan metode kerja kelompok maupun metode konvensional pada kelompok siswa yang bersikap negatif Kata Kunci: Metode pembelajaran, Sikap siswa, Hasil belajar

scholarly journals HUBUNGAN ANTARA KEBIASAAN BELAJAR DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR MATEMATIKA SISWA SMP SELAMA PEMBELAJARAN DARING

KadikmA ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 58
Author(s):  
Khoirotul Mahmudah ◽  
Didik Sugeng Pambudi ◽  
Ervin Oktavianingtyas ◽  
Nurcholif Diah Sri Lestari ◽  
Randi Pratama Murtikusuma
Keyword(s):  
Learning Outcomes ◽  
Pearson Correlation ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Study Habits ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Strongly Correlated ◽  
Validity And Reliability ◽  
And Mathematics

The purpose of this study was to determine the correlation between study habits and mathematics learning outcomes, the correlation between learning motivation and mathematics learning outcomes, and the correlation between learning habits and motivation to learn mathematics outcomes during online learning. The total population is 185 students and the sample size is 123 students with the sampling technique using the Slovin formula approach. Hypothesis testing using multiple regression analysis techniques, Pearson Correlation test, F test, and a coefficient of determination of 5%. Learning habits and motivation are measured by a questionnaire that has been declared valid by the validator and has been tested for validity and reliability on 60 respondents outside the research subject. Data collection to measure learning habits and motivation is done by distributing questionnaires, while for student achievement it is obtained from documentation of math scores. The results showed that: there was a positive and significant correlation between study habits and students' mathematics learning outcomes. The correlation between the two is moderately correlated; there is a positive and significant correlation between learning motivation and student outcomes in mathematics. The correlation between the two is strongly correlated; there is a positive and significant correlation between study habits and learning motivation with students' mathematics learning outcomes. The correlation between the two is strongly correlated. The contribution of study habits and learning motivation simultaneously to mathematics learning outcomes is 30.7%, while 69.3% is influenced by other factors not examined by the researchers in this study.  

scholarly journals Perbandingan Hasil Belajar Matematika Antara Yang Menggunakan Pendekatan Konstruktivisme Dengan Pendekatan Open Ended

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Avini Nurazhimah Arfa
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Mathematics Learning ◽  
Research Data ◽  
T Test ◽  
Chi Square ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Chi Square Test ◽  
Better Than

<p class="Default"><em>The purpose of this research is to know whether or not there are differences of learning outcomes of students of class X TKJ 1 and X TKJ 2 between those using a constructivism approach and those using an open-ended approach in learning mathematics in statistics chapter. The research method used is a quasi-experiment with population of students of SMK TERPADU HUTAMA and with samples of 68 people simply and randomly taken by using a self-developed instrument in the form of test about Mathematics Learning Outcomes. The research data for the experimental and controlled classes are collected by analyzing the test using t test, while the normality analysis requirement is analyzed by testing with chi-square test and homogeneity with F test. The result of the research shows that there is a significant difference between students’ learning outcomes through constructivism approach and through an open-ended approach to mathematics learning in SMK TERPADU HUTAMA. From the research results, it can be concluded that the constructivism approach is better than the open-ended approach in statistics learning because the former can encourage the development of individual’s skill in the classroom.</em></p>

scholarly journals Peningkatan Hasil Belajar Materi Penjumlahan Pecahan dengan Pendekatan Konstruktivisme

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Taufiqur Rohman ◽  
Paramita Ayu Ekasari
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Fourth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Improve Student Learning ◽  
Collection Methods

The study aimed to answer how the Constructivism approach can improve students' learning outcomes of adding fraction material in fourth-grade students of Madrasah Ibtidayah Tukangan, Ampel District, Boyolali Regency, Academic Year 2015/2016. This Classroom Action Research was carried out in two cycles. Each cycle has four stages, namely planning, implementing, observing, and reflecting. The data collection methods used were post-test observation sheets and documentation. The findings of this study revealed that the implementation of the Constructivism Approach can improve students' mathematics learning outcomes in adding fractions. This increase occurred from the first, and second cycles with the results of the Pre-test and Post-test have increased. In the first cycle, the mean score of the pre-test was 61.67, while the post-test was 68.88. In the second cycle, the mean score of the pre-test was 75, and the post-test was 88.89. Therefore, the mean score of pre-test, and post-test was increased by 13.89 or 22.23%. The increase of the mean score on the Pre-test and Post-test showed that the Constructivism approach can improve student learning outcomes.

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