Meningkatkan Kemampuan Koneksi Matematik dan Self Efficacy Mahasiswa melalui Model CORE

AbstrakPenelitian ini bermaksud untuk memperoleh hasil peningkatan kemampuan Koneksi matematik dan self efficacy melalui pembelajaran Model CORE, selain itu untuk melihat respon mahasiswa terhadap belajar matematik dengan model CORE. Pelaksanaan penelitian ini berbentuk quasi eksperimen dengan membandingkan prestasi belajar mahasiswa melalui model CORE dengan mahasiswa yang memperoleh pembelajaran konvensional. Populasi berasal dari mahasiswa Fakultas Teknik di Perguruan Tinggi di Garut dengan sampel penelitiannya berjumlah 54 mahasiswa. Dengan 27 orang diberi pembelajaran dengan model CORE dan 27 lainnya melalui pembelajaran konvensional. Dalam pengambilan data digunakan Instrumen berupa tes matematik, angket model CORE dan angket self efficacy. Hasil yang didapat yaitu: 1) Peningkatan Koneksi matematik mahasiswa yang mendapatkan pembelajaran dengan model CORE lebih baik dari pada mahasiswa yang memperoleh pembelajaran konvensional. 2) Self efficacy mahasiswa yang mendapatkan pembelajaran dengan model CORE peningkatannya tidak lebih baik dari pada mahasiswa yang memperoleh pembelajaran konvensional. 3) Terdapat hubungan antara model CORE dengan Self efficacy dalam kategori sedang. 4) Mahasiswa memberikan kesan yang positif terhadap model CORE. Improving Mathematical Connection Ability and Self Efficacy Students through Core-Based ModelsAbstractThis study aims to obtain the results of increasing the ability of mathematical connections and self-efficacy through learning the CORE Model, in addition to seeing student responses to learning mathematics with the CORE model. The implementation of this research is in the form of a quasi-experiment by comparing student learning achievement through the CORE model with students who receive conventional learning. The population came from students of the Faculty of Engineering at Higher Education in Garut with a research sample of 54 students. With 27 people being taught using the CORE model and 27 others through conventional learning. In collecting the data, instruments were used in the form of a mathematical test, a CORE model questionnaire, and a self-efficacy questionnaire. The results obtained are: 1) Increased mathematical connection of students who get learning with the CORE model is better than students who receive conventional learning. 2) The increase in self-efficacy of students who get learning with the CORE model is not better than students who get conventional learning. 3) There is a relationship between the CORE model and Self-efficacy in the medium category. 4) Students give a positive impression on the CORE model.

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STUDI LITERATUR: PENGARUH PENERAPAN MODEL CTL TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA DAN SELF EFFICACY SISWA

Jurnal Prinsip Pendidikan Matematika ◽

10.33578/prinsip.v1i2.27 ◽

2019 ◽

Vol 1 (2) ◽

pp. 37-45

Author(s):

Zubaidah Amir MZ ◽

Fitria Rizka Mulyani

Keyword(s):

Cognitive Abilities ◽

Self Efficacy ◽

Mathematics Learning ◽

Mathematics Students ◽

Learning Achievement ◽

Mathematical Connections ◽

Learning Mathematics ◽

Contextual Teaching ◽

Teaching Learning ◽

Mathematical Connection

Various research and facts on the field show that students' mathematics learning achievement in Indonesia has not been satisfactory. This is due to various factors, one of which is the method of learning and the ability of students. One of the cognitive abilities that play a role in the success of students in learning mathematics is the ability of mathematical connections. In addition, affective ability is also very important role, one of them ability self efficacy. Between the ability of mathematical connections and self efficacy is positively correlated which became one of the determinants of the success of learning mathematics students. This article intends to examine the effect of applying Contextual Teaching Learning (CTL) model to the ability of mathematical connection and student self efficacy. The method of writing this article is a study of literature sourced from previous studies and related journals.

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MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN KONEKSI MATEMATIK SERTA MINAT BELAJAR SISWA MADRASAH ALIYAH MELALUI PENERAPAN PENDEKATAN PEMBELAJARAN KONTEKSTUAL

Tatar Pasundan : Jurnal Diklat Keagamaan ◽

10.38075/tp.v13i2.23 ◽

2020 ◽

Vol 13 (2) ◽

Author(s):

Usuludin Adnan

Keyword(s):

Communication Skills ◽

Mathematics Learning ◽

The Other ◽

Contextual Approach ◽

Mathematical Communication ◽

Mathematical Connections ◽

Learning Mathematics ◽

The City ◽

Mathematical Connection ◽

Better Than

This paper will present the results of experiments in a class by conducting initial and final tests as well as in the control class by conducting mathematics learning in Madrasah Aliyah through contextual approaches, as an effort to improve communication and mathematical connections and student learning interests. Respondents in this study were 72 students from class X Natural Sciences in the city of Bandung. The instruments used include tests of mathematical communication skills, tests of mathematical connection abilities and questionnaires. Interest in learning mathematics. It was found from the researcher that in the mathematics learning class using a contextual approach, communication skills and mathematical connections were better than ordinary classes, even though both of these abilities were classified as low. While interest in learning mathematics in the experimental class is better than in the control class with moderate differences. As for the other things, it turns out that there is no association between communication abilities and mathematical connections Keywords: Mathematic Communication, Mathematic connection, contextual approach

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PENGARUH ACCELERATED LEARNING CYCLE TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA SEKOLAH DASAR

Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan ◽

10.31258/jta.v1i2.116-128 ◽

2018 ◽

Vol 1 (2) ◽

pp. 116

Author(s):

Muhammad Fendrik ◽

Siti Quratul Ain ◽

Eva Astuti Mulyani

Keyword(s):

Accelerated Learning ◽

Learning Cycle ◽

Control Group ◽

Mathematical Connections ◽

Learning Mathematics ◽

Significant Difference ◽

Quasi Experimental ◽

Group Control Group ◽

Mathematical Connection ◽

Better Than

This research in the background by the importance of good mathematical connection ability must be mastered by elementary students as one of the goals of learning mathematics. The purpose of this study, namely: 1) describe and compare students who received learning Accelerated Learning Cycle and Conventional Learning to the ability of mathematical connections; 2) describe and compare the ability of mathematical connections and students' early mathematical abilities. This research is quasi-experimental research with experimental design in the form of group comparison. In this research plan, the sample used consisted of two groups, wherein each group applied different learning. The first group (experimental group) received learning Accelerated Learning Cycle, the second group (control group) applied conventional learning. The research location is in SD Negeri 136 Pekanbaru which is a medium category school. Categories are becoming the researcher's choice because the schools in this category are mostly schools in Pekanbaru City. Based on the results of data processing, analysis, and discussion that has been presented, obtained the conclusion, namely: 1) improvement of mathematical connection ability of students who obtained learning with Accelerated Learning Cycle better than students who received conventional learning. Where the average mathematical connection ability of students who get Accelerated Learning Cycle (experimental class) is 22.78, while the average mathematical connection ability of students who obtain conventional learning (control class) is 17.03; 2) There is no significant difference in mathematical connection ability of students who obtained learning with Accelerated Learning Cycle in terms of students' mathematical ability. The significance value of the equivalence test of mathematical connection data of control class students and experiment class, this is indicated by the significance value of both categories is more than 0.025. Whereas in the initial ability of low category, the significance value less than 0.025, so the null hypothesis is rejected, which means the mathematical connection ability of the experiment class students is better than the control class.

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MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN KONEKSI MATEMATIK SERTA MOTIVASI BELAJAR SISWA MADRASAH ALIYAH DALAM PEMBELAJARAN MELALUI PENDEKATAN SQ3R

Tatar Pasundan : Jurnal Diklat Keagamaan ◽

10.38075/tp.v12i34.76 ◽

2020 ◽

Vol 12 (34) ◽

Author(s):

Usuludin Usuludin

Keyword(s):

Mathematics Learning ◽

Learning Motivation ◽

Survey Question ◽

Mathematical Connections ◽

Learning Mathematics ◽

Comprehension Ability ◽

Ability Tests ◽

And Control ◽

Mathematical Connection ◽

Better Than

This study aims to look at experimental results in a class by conducting initial and final tests and control classes by learning in Madrasah Aliyah through SQ3R approach (Survey, Question, Read, Recite and Review) as an effort to improve mathematical understanding and connection and learning motivation student. Respondents in this study were 74 students from class XI IPS MA in the city of Bandung. The instruments used include mathematical comprehension ability tests, mathematical connection ability tests and Miotiv questionnaire learning mathematics. From the research, it was found that classes that have mathematics learning use the SQ3R approach, understanding abilities and mathematical connections are better than ordinary classes, even though the two abilities are relatively low. While the motivation to learn mathematics in the experimental class is better than the control class with moderate differences. As for other things, it turns out that there is no association between understanding abilities and mathematical connections. Keywords: Mathematical comprehension ability, mathematical connection, learning motivation, SQ3R approach.

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THE APPLICATION EQ AND SQ IN LEARNING MATHEMATICS WITH BRAIN-BASED LEARNING APPROACH TO IMPROVE STUDENTS’ MATHEMATICAL CONNECTION AND SELF-EFFICACY IN SENIOR HIGH SCHOOL

PEOPLE International Journal of Social Sciences ◽

10.20319/pijss.2015.s21.542557 ◽

2017 ◽

Vol 1 (1) ◽

pp. 542-557

Author(s):

Luki Luqmanul Hakim ◽

◽

Endang Cahya ◽

Elah Nurlaelah ◽

Zubaedah Wiji Lestari ◽

...

Keyword(s):

High School ◽

Self Efficacy ◽

Senior High School ◽

Learning Approach ◽

Learning Mathematics ◽

Brain Based Learning ◽

Mathematical Connection

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Application of CORE Learning to Improve Mathematical Connection Capabilities and Self-Efficacy

Mathematics Education Journal ◽

10.22219/mej.v4i1.11470 ◽

2020 ◽

Vol 4 (1) ◽

pp. 54

Author(s):

Eka Yanuar Ramadhani ◽

Anggun Badu Kusuma

Keyword(s):

Self Efficacy ◽

Action Observation ◽

The Third ◽

Mathematical Connections ◽

Academic Year ◽

Planning Action ◽

Mathematical Connection

The study aimed to improve the skills of students mathematical connections and self-efficacy for grade VII D of SMP N 3 Sidareja in the 2018/2019 academic year through CORE (Connecting, Organizing, Reflecting, and Extending) learning on the topic of triangles and rectangles. The study was conducted in three cycles and each cycle consisted of planning, action, observation, evaluation, and reflection stages. The instrument used was a description test to measure the skills of students' mathematical connections given at the end of each cycle, while the instrument used to measure self-efficacy was self-efficacy questionnaire. Based on the findings, each cycle obtained an improvement. The first cycle obtained mathematical connection skills by an average of 64.74, 77.24 in the second cycle, and 81.41 in the third cycle. The average results of students self-efficacy in grade VII D in the first the cycle was 69.67, 76.05 in the second cycle, and 79.85 in the third cycle. Based on the data above, it can be drawn that there was an improvement of students' mathematical connection skills and self-efficacy from cycle I to cycle II and from cycle II to cycle III through CORE learning (Connecting, Organizing, Reflecting, and Extending).

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PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

Pendas Jurnal Ilmiah Pendidikan Dasar ◽

10.23969/jp.v6i1.4235 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Euis Anih

Keyword(s):

Communication Skills ◽

Positive Attitude ◽

Mathematics Learning ◽

Metacognitive Awareness ◽

Mathematical Communication ◽

Student Responses ◽

Learning Mathematics ◽

Quasi Experimental ◽

Learning Data ◽

Better Than

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

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ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA DITINJAU DARI KEMAMPUAN KONEKSI MATEMATIKA

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v4i2.951 ◽

2019 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Fitri Jannatul Laili ◽

Ratih Puspasari

Keyword(s):

Mathematical Concept ◽

National Council ◽

Font Size ◽

Research Subjects ◽

Mathematical Concepts ◽

Interview Method ◽

Mathematical Connections ◽

Learning Mathematics ◽

Class Viii ◽

Mathematical Connection

This study aims to discribe what are the difficulties of learning mathematics experienced which students in terms of mathematical connections ability class VIII MTs. darul Falah Bendiljati. This research is a descriptive qualitative research using test and interview method. Research subjects randomly selected as many as 30 students from two classes. The results showed that each student has difficulty learning mathematics in terms of mathematical connection capabilities are: (1) Less understanding of mathematical concepts that have been studied; (2) Not connecting mathematical concepts to be studied with previously known concepts; (3) Quicly forgot a mathematical concept he did not understand; (4) The habit of learning by understanding the concept, so when given a slightly different matter the students find it difficult; (5) Consider mathematics as a science that interconnects one and other concepts seperately; (6) Less aware of the benefits of consepts in mathematics to support and improve his ability in other fields of science; (7) Understanding conceptsÂ that are not applied directly to life, so the concept of mathematics is a concept in a mathematics only and not used or in connect with daily life.Â Keywords: difficulty learning, mathematics connection abilityAnandita, Gustine. P. 2015. Analisis Kemampuan Koneksi Matematis siswa SMP Kelas VIII pada Materi Kubus dan Balok. Skripsi tidak dipublikasikan. Semarang: Uiversitas Negeri Semarang.NCTM. 2000. Principles and standars for school mathematics. USA : The National Council of Teachers of Mathematics, Inc.Poespoprodjo. 1999. Logika Ilmu Menalar. Bandung: Pustaka Grafika.Kuswana, Wowo Sunaryo. 2011. Taksonomi Berpikir. Bandung: PT. Remaja Rosdakarya.Suherman, H.L.E., et al. 2003. Strategi pembelajaran matematika kontemporer (Rev.ed.).Bandung: JICA Universitas Pendidikan Indonesia.Â Septiati, E. 2012. Kefektifan pendekatan konstruktivisme terhadap kemampuan koneksimatematis mahasiswa pada mata kuliah analisis real I, (Online), http://eprints.uny.ac.id/id/eprint/7568, diakses tgl 09 Februari 2017.Sugiman. 2008.Â Koneksi Matematika Dalam Pembelajaran Matematika di Sekolah Menengah Pertama. (Online). Jounal.uny.ac.id. diakses 15 Mei 2017.Yuniawatika. 2011. Penerapan pembelajaran matematika dengan strategi REACT untuk meningkatkan kemampuan koneksi dan representasi matematika siswa sekolah dasar [Versi electronik].Edisi Khusus, 2, 107-120Â

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Considering a Marketing Degree? Student Perceptions of General Versus Specialized Majors

Journal of Marketing Education ◽

10.1177/02734753211028888 ◽

2021 ◽

pp. 027347532110288

Author(s):

JoAnn L. Atkin ◽

Anthony Alland Bowie ◽

Scott Cowley ◽

James A. Eckert ◽

Bruce G. Ferrin ◽

...

Keyword(s):

Higher Education ◽

Social Cognitive Theory ◽

Student Perceptions ◽

Self Efficacy ◽

Social Cognitive ◽

Cognitive Theory ◽

The Other ◽

Business Colleges ◽

Other Hand ◽

Better Than

Many business colleges offer specialized marketing majors in addition to the general marketing major. Given the extra resources needed to maintain multiple majors, in a time when higher education budgets are being strained, a need exists to understand how students make choices among these majors and what students perceive to be the advantages of general marketing majors versus specialized marketing majors. Using social cognitive theory, we examine how students make selections among choices in marketing-related majors, focusing on influence and compatibility factors. We surveyed 608 marketing majors representing one general and five specialized marketing majors. The findings indicate that, compared with general marketing majors, students’ choice of a specialized major is significantly more likely to be influenced by faculty and other students in the major. Also, the results show that students rate specialized majors better than a general marketing major in terms of self-efficacy, culture, and professional fit. On the other hand, students rate the general marketing major better than specialized majors in flexibility. These results have implications for supporting the priorities of students in both general and specialized majors.

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INCREASEMENT OF MATHEMATICAL CONNECTION ABILITY AND SELF-EFFICACY OF STUDENTS THROUGH PROBLEM-BASED LEARNING APPROACH WITH MULTIMEDIA

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v2i2.p74-81 ◽

2019 ◽

Vol 2 (2) ◽

pp. 74

Author(s):

Siti - Hindun ◽

Yani Eka Sapitri ◽

Euis Eti Rohaeti

Keyword(s):

Self Efficacy ◽

Pearson Correlation ◽

Control Group ◽

Control Group Design ◽

Significance Level ◽

Pearson Correlation Test ◽

Quasi Experimental ◽

Difference Test ◽

Mathematical Connection ◽

Better Than

This study aims to describe the increasement differences of mathematical connection ability (MCA) and differences in self-efficacy (SE) of students in both classes, and the relation of SE and MCA. The method of this research use quasi-experimental with pretest-posttest control group design. The subjects of the study were 50 students from two classes in the seventh grade determined purposively from one of the schools in Cimahi City. The research instrument consisted of MCA tests and SE scales. Data analysis carried out was percentage calculation, mean difference test, and Pearson correlation test at 5% significance level. The conclusion of the results of this study states that there was a difference in the increasement in MCA between students in both classes in the medium category, where the increasement in MCA of students learning using the PBL approach with multimedia (PBLM) was better than students who used the PBL approach only. There were no differences in SE of students in both research classes and were in a low category. There is a positive relation between SE and MCA in the medium category.

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