scholarly journals Teaching to the curriculum or teaching to the test

2021 ◽  
Vol 1 (2) ◽  
pp. 103-116
Author(s):  
Roseline Sama ◽  
◽  
Jeneth Yemisi Adegbuyi ◽  
Mercy Ifunanya Ani ◽  
◽  
...  
Keyword(s):  
Rating Scale ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Learning Task ◽  
High Stakes ◽  
Ex Post ◽  
Ex Post Facto ◽  
Depth Rating ◽  
Prescribed Curriculum ◽  
And Mathematics

Purpose: This research aimed to investigate teaching practices that dominates the West African Senior Secondary Certificate Examination class to ascertain discrepancies between the prescribed and implemented curriculum. Research methodology: The study adopted ex-post facto research design of a survey type. 1719 students and 53 mathematics teachers participated in the study. Four instruments were used for data collection: Mathematics Content Completion Inventory, Teaching Depth Rating Scale(r=0.96), Classroom Observation Checklist(r=0.95) and Mathematics Learning Task(r=0.95). Data were analyzed using descriptive statistical model in SPSS version 20. Results: Results indicated that Full implementation of the prescribed curriculum ranged between 46.2% to 86.5% for 54 topics, but only three out of them were indepthly taught. Teaching activities revolved around examination preparation, with the highest percentage of 48.55 among nine different categories. Limitation: This study was limited to only one state in Nigeria, one subject and one type of high-stakes examination. It can be replicated on different school subjects to provide greater generalizability. Contribution: Results will help stakeholders strategise on reforms that will promote in-depth teaching and optimal implementation of the prescribed mathematics curriculum. Keywords: Curriculum, High-Stakes examination, Mathematics, Teaching depth

scholarly journals THE EFFECT OF FAMILY HARMONY AND SCHOOL ENVIRONMENT ON STUDENTS’ LEARNING OUTCOMES IN MATHEMATICS SUBJECT

MaPan ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 292
Author(s):  
Mukmina Mukmina ◽  
Sitti Inaya Masrura ◽  
Nurfadilah Mahmud
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
School Environment ◽  
Mathematics Learning ◽  
Family Members ◽  
Student Learning Outcomes ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Mathematics ◽  
Family Harmony

This study aimed to determine the effect of family harmony and school environment on students learning outcomes in mathematics for grade VII SMP Negeri 2 Tinambung. This research is an ex post facto research, causal-comparative research with a research sample of 70 students selected using probability sampling (proportionate stratified random sampling). The data collection techniques used the family harmony questionnaire, school environment questionnaire, and mathematics learning outcomes test. The data analysis techniques use descriptive and inferential statistical analysis. The results of this study are (1) family harmony has a positive and significant effect on student learning outcomes in mathematics, (2) the school environment has a positive and significant effect on student learning outcomes in mathematics, and (3) family harmony and school environment together have a positive and significant effect on students learning outcomes in mathematics. The recommendation is to create a good school environment to support the learning process. Also, efforts should be made to harmonize families by conducting joint activities with all family members, love each other, create a peaceful home atmosphere, build good and open interaction and communication between family members so that it is possible for children to get a good atmosphere in learning in order to achieve better learning outcomes.

scholarly journals PENGARUH KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMPN 1 BOJONEGARA PADA MATERI ALJABAR

2020 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Atika Indah Safitri ◽  
Heni Pujiastuti
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Mathematics Learning ◽  
Processing Data ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Mathematics ◽  
Ex Post Facto Study

This study aims to recognize whether there is any influence between learning independence and mathematics learning outcomes of students of SMPN 1 Bojonegara on Algebra Material. This research is an ex post facto study, with a population of all students of SMPN 1 Bojonegara and for the sample taken classes VII C and VII D, totaling 75 people. Data collection is done by using a questionnaire for learning independence and tests for learning outcomes. The results of this study were obtained by processing data using SPSS version 26 to test the normality of learning independence data, learning outcomes and residues as well as to test linearity and significance of regression. The results showed that there was a significant influence between learning independence on learning outcomes with an influence of 96.03%

scholarly journals PENGARUH IKLIM KELAS DAN KECERDASAN INTERPERSONAL TERHADAP HASIL BELAJAR MATEMATIKA

2020 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Irmawaty Natsir ◽  
Anis Munfarikhatin
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Structure Equation ◽  
Stratified Random Sampling ◽  
Two Stage ◽  
Ex Post ◽  
Class Climate ◽  
Ex Post Facto ◽  
And Mathematics

Penelitian ini adalah penelitian ex-post facto yang bertujuan untuk mengetahui hubungan antara iklim kelas, kecerdasan interpersonal dan hasil belajar matematika. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri di Kecamatan Biringkanaya Kota Makassar sebanyak 2818 siswa dengan jumlah sampel 236 siswa. Teknik pengambilan sampel dalam penelitian ini menggunakan two-stage proporsional stratified random sampling. Instrumen yang digunakan yakni: Skala iklim kelas, Skala kecerdasan interpersonal, dan Tes hasil belajar matematika. Data dianalisis dengan statistika deskriptif dan analisis SEM (Structure Equation Modelling). Hasil penelitian menunjukkan bahwa: (1) Variabel iklim kelas berada dalam kategori “sedang”, variabel kecerdasan interpersonal berada dalam kategori “tinggi” dan variabel hasil belajar matematika berada dalam kategori “sedang”; (2) Terdapat hubungan yang positif dan signifikan antara iklim kelas dengan kecerdasan interpersonal; (3) Iklim kelas secara langsung berpengaruh positif terhadap hasil belajar matematika dengan besar pengaruh 19%; (4) Kecerdasan interpersonal secara langsung berpengaruh positif terhadap hasil belajar matematika  dengan besar pengaruh 25%.ABSTRACTThis research is an ex-post facto research that aims to understand the relationship between class climate, interpersonal intelligence and mathematics learning outcomes. The population in this study were all students of class VII State Junior High School in Biringkanaya District Makassar City as many as 2818 students with a sample of 236 students. The sampling technique in this study uses two-stage proportional stratified random sampling. The instruments used are: class sensitive scale, interpersonal intelligence scale, and mathematics learning achievement test. Data were analyzed with descriptive statistics and SEM (Structure Equation Modeling) analysis. The results showed that: (1) Class climate variables are in the "medium" category, interpersonal intelligence variables are in the "high" category and mathematics learning outcome variables are in the "medium" category; (2) There is a positive and significant relationship between class climate influence and interpersonal intelligence;(3) Class climate directly towards learning 19%; (4) Interpersonal intelligence directly directs positive towards mathematics learning outcomes with a large influence of 25%.

Hubungan Gaya Belajar dengan Hasil Belajar Matematika Peserta Didik Kelas IV SD Negeri

2022 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Atika Suri ◽  
Lilik Sabdaningtyas ◽  
Muhisom Muhisom
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Ex Post ◽  
Fourth Grade Students ◽  
Ex Post Facto ◽  
Mathematics Student ◽  
And Mathematics ◽  
The Relationship

The problem in this research is the low mathematics learning outcomes of students. The purpose of this study was to determine the relationship between learning styles and mathematics student learning outcomes. This type of research is quantitative with the ex-post facto correlation research method. The data collection techniques used were questionnaires and documentation. The population in this study were 112 class IV students, with a sample of 53 students. Hypothesis testing uses the Pearson product-moment correlation test. The results of the study of the two variables X and Y show a positive relationship with a correlation of 0.42 on moderate criteria, and it can be concluded that Ha is accepted, that there is a relantionship between learning style with the mathematics learning outcomes of the fourth-grade students of SD Negeri 2 Sumberejo.

scholarly journals KECERDASAN EMOSIONAL, PERHATIAN ORANG TUA, KEBIASAAN BELAJAR, DAN PRESTASI BELAJAR MATEMATIKA

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 81
Author(s):  
Sanjaya Sandana ◽  
Suaedi Suaedi ◽  
Djadir Djadir
Keyword(s):  
Emotional Intelligence ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Ex Post ◽  
Ex Post Facto ◽  
Achievement In Mathematics ◽  
And Mathematics ◽  
Positive Effect ◽  
Cluster Random Sampling

Abstract. This study aims to describe the effect of emotional intelligence, parents’ attention, and mathematics learning habits on students' achievement in mathematics, both simultaneously and partially. This study is an ex post facto research that is correlational. The subjects of the study were students of Class XI of SMK 1 Tomoni. Sampling was done by cluster random sampling technique. The data were analyzed by descriptive and inferential statistical techniques. The results showed that there was a positive effect of emotional intelligence, parents’ attention, and mathematics learning habits on students' achievement in mathematics, both simultaneously and partially. Keywords: emotional intelligence, parents’ attention, mathematics learning habits, students' achievement in mathematics. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan pengaruh kecerdasan emosional, perhatian orang tua, dan kebiasaan belajar terhadap prestasi belajar matematika siswa, baik secara simultan maupun secara parsial. Penelitian ini adalah penelitian ex post facto yang bersifat korelasional. Subjek penelitian adalah siswa Kelas XI SMK Negeri 1 Tomoni. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Data hasil penelitian dianalisis dengan teknik statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif kecerdasan emosional, perhatian orang tua, dan kebiasaan belajar matematika terhadap prestasi belajar matematika siswa, baik secara simultan maupun secara parsial. Kata kunci: kecerdasan emosional, perhatian orang tua, kebiasaan belajar matematika, prestasi belajar matematika.

scholarly journals PENGARUH MINAT BELAJAR DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 22 SINJAI

2021 ◽  
Vol 4 (01) ◽  
pp. 210
Author(s):  
Suci Auli Asri ◽  
Thamrin Tayeb ◽  
Mardiah Mardiah ◽  
St Ibrah Mustafa Kamal ◽  
Ida Suaidah
Keyword(s):  
Positive Relationship ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Learning Achievement ◽  
Ex Post ◽  
Learning Mathematics ◽  
Ex Post Facto ◽  
And Mathematics ◽  
Learning Interest

This study aims to determine: (1) a description of the students' interest in learning mathematics at SMPN 22 Sinjai, (2) a description of the motivation to learn mathematics of students at SMPN 22 Sinjai, (3) a description of the mathematics learning achievement of students of SMPN 22 Sinjai.The type of research used is quantitative with the ex post facto method. The sample in this study is the entire population, namely 60 students. The results showed that the students' interest in learning mathematics at SMPN 22 Sinjai was in the medium category. Students' motivation to learn mathematics is in the medium category. Students' mathematics learning achievement is in the medium category. There is a positive relationship between interest in learning and mathematics learning achievement of students at SMPN 22 Sinjai.. There is a positive relationship between learning motivation and student mathematics achievement. Learning interest and learning motivation simultaneously or collectively have a positive relationship to variable Y or learning achievement. That is, the higher the interest in learning and student motivation to learn together, the student achievement will increase, and vice versa.

KREATIVITAS DAN HASIL BELAJAR

2018 ◽  
Vol 1 (1) ◽  
pp. 46-54
Author(s):  
Besse Intan Permatasari
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Linear Algebra ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Study Program ◽  
School Year ◽  
Ex Post ◽  
Ex Post Facto ◽  
Research Type

This study aims to determine whether there is an influence of creativity on mathematics learning outcomes of students of Mathematics Education in University of Balikpapan Study Program on Linear Algebra Courses. The approach used is a quantitative approach with ex post facto research type. The population of this research is all students of Mathematics Education Study Program Linear Algebra Course in the School Year 2017/2018, which are 49 students. Samples were chosen randomly are 25 students. The results showed that there is a positive and significant effect on student learning outcomes in Linear Algebra Subject

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 Pengaruh Kesadaran Metakognitif terhadap Motivasi Belajar dan Kaitannya dengan Hasil Belajar Matematika Siswa Kelas XI SMA Negeri di Kota Pare-Pare

2018 ◽  
Vol 4 (2) ◽  
pp. 117-128
Author(s):  
Nilam Permatasari Munir
Keyword(s):  
Structural Equation ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
Negative Influence ◽  
Learning Motivation ◽  
Metacognitive Awareness ◽  
High Category ◽  
Ex Post ◽  
Modelling Analysis ◽  
Ex Post Facto

The study aims to analyze the descriprition of metacognitive awareness toward learning result of mathematics directly and indirectly through learning motivation of grade XI IPA student of public senior high school in Pareparecity. The study is an ex-post facto which casuality. The populations of the study were 520 grade XI IPA students of SMAN inParepare of academic years 2013/2014 with as many as 221 samples. Technique used in selecting the samples was proporsional random sampling. The instrument used for the study were (1) scale of metacognitive awareness, (2) scale of intrapersonal intelligence, (3) scale of learning motivation, (4) scale of attitude on mathematics and (5) test of mathematics learning outcomes. Data were analyzed using descriptive statistics analysis and SEM (Structural Equation Modelling) analysis. The results of the study indicate that (1) most of grade XI IPA students at SMAN in Parepare has metacognitive awareness with high category, learning motivation is in extremely high category, the learning result is in low category, (2) metacognitive awarenees directly give positif influence toward learning result of Mathematics and indirectly gives negative influence toward cognitive learning result of Mathematics through motivation learning.

Mathematics Learning in English as a Second Language

1984 ◽  
Vol 15 (2) ◽  
pp. 134-144
Author(s):  
Gilberto J. Cuevas
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Reliability And Validity ◽  
Language Of Instruction ◽  
Complex Process ◽  
And Mathematics

When the language of instruction is English, the learning of mathematics by students for whom English is a second language raises some important issues. The complex process of learning a second language becomes especially difficult when the language forms learned first arc those of the classroom. The learning of mathematics requires a variety of linguistic skills that second-language learners may not have mastered. Furthermore. special problems of reliability and validity arise in assessing the mathematics achievement of students from a language minority. A mathematics curriculum is needed that would develop second-language skills, and more research is needed into the relation between second-language learning and mathematics learning.

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