scholarly journals Active Learning dalam Pembelajaran Matematika SD Melalui Permainan Engklek Mamun

2020 ◽  
Vol 5 (2) ◽  
pp. 233-238
Author(s):  
Ulfatun Khasanah
Keyword(s):  
Active Learning ◽  
Mathematics Learning ◽  
Number Line ◽  
Negative Number ◽  
Negative Numbers

The weak ability of the students on the summation material and reduction in the background of this research. Mathematics is abstract, so in mathematics learning the necessary medium/intermediary that serves to confine so that facts clearer and more easily accepted by students. Media used is the game usually Mamun, which is a game conducted in groups in the form of advanced crank if the number of positive and crank backward if the number is negative. Numbers is a row of students holding positive and negative number flags. Each student holds a number. Students who do not hold the number do the forward or backward crank according to the prescribed number. The method is qualitative. The result is that through the game Engklek Mamun students can do the counting operation summation and reduction on the number line.

scholarly journals Student Magnitude Knowledge of Negative Numbers

2015 ◽  
Vol 1 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Laura K. Young ◽  
Julie L. Booth
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Magnitude Estimation ◽  
Similar Pattern ◽  
Number Line ◽  
Negative Number ◽  
School Students ◽  
Negative Numbers ◽  
Number Magnitude ◽  
Linear Representations

Numerous studies have demonstrated the relevance of magnitude estimation skills for mathematical proficiency, but little research has explored magnitude estimation with negative numbers. In two experiments the current study examined middle school students’ magnitude knowledge of negative numbers with number line tasks. In Experiment 1, both 6th (n = 132) and 7th grade students (n = 218) produced linear representations on a -10,000 to 0 scale, but the 7th grade students’ estimates were more accurate and linear. In Experiment 2, the 7th grade students also completed a -1,000 to 1,000 number line task; these results also indicated that students are linear for both negative and positive estimates. When comparing the estimates of negative and positive numbers, analyses illustrated that estimates of negative numbers are less accurate than those of positive numbers, but using a midpoint strategy improved negative estimates. These findings suggest that negative number magnitude knowledge follows a similar pattern to positive numbers, but the estimation performance of negatives lags behind that of positives.

Exploring the Boundaries of the Number–Temporal Order Association

2015 ◽  
Vol 62 (3) ◽  
pp. 198-205 ◽  
Author(s):  
Dana Ganor-Stern
Keyword(s):  
Embodied Cognition ◽  
Mental Representation ◽  
Temporal Order ◽  
Past Research ◽  
Numerical Comparison ◽  
Negative Number ◽  
Comparison Task ◽  
Negative Numbers ◽  
The Past

Past research has shown that numbers are associated with order in time such that performance in a numerical comparison task is enhanced when number pairs appear in ascending order, when the larger number follows the smaller one. This was found in the past for the integers 1–9 ( Ben-Meir, Ganor-Stern, & Tzelgov, 2013 ; Müller & Schwarz, 2008 ). In the present study we explored whether the advantage for processing numbers in ascending order exists also for fractions and negative numbers. The results demonstrate this advantage for fraction pairs and for integer-fraction pairs. However, the opposite advantage for descending order was found for negative numbers and for positive-negative number pairs. These findings are interpreted in the context of embodied cognition approaches and current theories on the mental representation of fractions and negative numbers.

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

2019 ◽  
Vol 48 (7) ◽  
pp. 452-465
Author(s):  
Geoffrey B. Saxe ◽  
Joshua Sussman
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Mathematics Learning ◽  
Number Line ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Mathematics Intervention ◽  
Quasi Experimental ◽  
Secondary Grades

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representations (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.

A teaching aid for signed numbers

1966 ◽  
Vol 13 (7) ◽  
pp. 589-591
Author(s):  
Edna M. Pratt
Keyword(s):  
Mathematical Proof ◽  
Number Line ◽  
Negative Numbers ◽  
Inductive Approach ◽  
Hard Time ◽  
Teaching Aid ◽  
Model Approach

Each year the time comes when it is necessary to illustrate the multiplication of signed numbers. There are many approaches to helping the student develop insight and skill. Some of the more common are multiplying two negative numbers using the number line, 1 * an inductive approach,2 the modern mathematical proof approach,3 the statement approach,4 or the model approach,5 but some young mathematicians still have a hard time understanding these ideas. The following is a very effective device which may be used to help students discover and then reinforce the operation of multiplication of signed numbers.

scholarly journals Penerapan Model Pembelajaran ARCS dan Active Learning Terhadap Hasil Belajar Matematika Ditinjau Dari Motivasi Belajar Siswa

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Yudhi Hanggara ◽  
Irwan Juniman Zendato
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Normality Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Low Motivation

Abstrak. Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) Perbedaan hasil belajar matematika siswa yang memiliki motivasi belajar tinggi, sedang dan rendah. (3) Interaksi antara model pembelajaran (ARCS dan Active Learning) dengan motivasi belajar siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain faktorial 2 x 3. Populasi pada penelitian ini adalah seluruh siswa kelas X SMKN 2 Batam tahun pelajaran 2016/2017. Sampel diperoleh kelas X Akutansi-2 sebagai kelas eksperimen-1 dan kelas X Akutansi-4 sebagai kelas eksperimen-2. Instrumen pada penelitian ini adalah tes dan angket Uji prasyarat meliputi uji normalitas dengan metode Lilliefors dan uji Homogenitas dengan metode Bartlett. Pengujian hipotesis pada penelitian ini menggunakan analisis variansi dua jalan dengan sel tak sama. Hasil penelitian menyimpulkan bahwa: (1) tidak terdapat perbedaan hasil belajar matematika antara siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) terdapat perbedaan hasil belajar metematika antara siswa yang memiliki motivasi belajar tinggi dan rendah. (3) tidak terdapat interaksi antara model pembelajaran dengan motivasi belajar siswa.Kata Kunci: ARCS, Active Learning, motivasi belajar, hasil belajar matematika Abstract. This study aims to determine: (1) The difference in learning outcomes of student who study mathematics using ARCS learning model with Active learning model. (2) The difference in mathematics learning outcomes in student who have hight, medium and low motivation. (3) Interaction between learning model (ARCS and Active Learning) with student learning motivation. This research is quasi-experimental study with factorial design 2 x 3. The population in this research is all of students class X SMKN 2 Batam with academic year 2016/2017. The Sample in this research from class X accountant-2 is used as sampling for 1st experiment and class X accountant-4 for 2nd experiment. Instrument of research are mathematics achievement test and questionnaire student motivation. The test requirement is normality test using Lilliefors method and homogeneity test using Bartlett method. Hypothesis testing in this study uses two-way analisis of variance with defferent cells. Conclusion in this study: (1) there is no difference between student math result between ARCS learning model with Active learning model. (2) there is difference between result of student math between learning high motivation with low motivation. (3) there is no interaction between the learning model with student motivation.Keywords: ARCS, Active Learning, Motivation learning, Study of Math

scholarly journals PENGARUH STRATEGI PEMBELAJARAN ACTIVE LEARNING DENGAN TEKNIK TUTOR SEBAYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 20 MEDAN

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Indriyani Dhian Rachmadhani ◽  
Ardat Ardat
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Test Data ◽  
Peer Tutoring ◽  
Mathematics Learning ◽  
Normality Test ◽  
Post Test ◽  
Active Learning Strategies ◽  
Class Viii

This study was aimed to: (1) find out the use of active learning strategies with Peer Tutor techniques in VIII class SMPN 20 Medan on mathematics subjects, (2) find out the learning outcomes of students taught using active learning strategies with peer tutors in VII I class SMP 20 Medan on mathematics subjects, and (3) find out the effect of active learning strategies with peer tutoring techniques on mathematics learning outcomes of students in class VIII SMP 20 Medan. This research is quantiative research. The population is all students of VIII class SMPN 20 Medan. Sample of this study is class VIII 3 as the experimental class and class VIII 2 as the control class with 30 students in each class. The instrument is used to determine student learning outcomes is a multiple choice test in the form of a pre test and post test that has been valid. The reliability of the test is 0.828. In this study, the normality test on the pre test data on the experimental class obtained L (0,122) < L table (0,161) and control class pre test data obtained L (0.091) < L table (0,161). Whereas the normality test on the post test data on the experimental class obtained L (0,091) < L table (0,161) and the control class post test data obtained L (0,122) < L table (0,161), which means that the pre-test and post-test data in the study sample had a normal distribution. In the homogeneity test the pre test data obtained F (1,821) < F table (1,859) and post test data obtained F (1,643) < F table (1,859 ), which means the pre test data and post test on the sample used in the study is homogeneous population. From the results of the calculation of the analysis of variance sig.  = 0,05, obtained t (2,030) > t table (1,672), so that Ho is rejected and Ha is accepted. The conclusion of this study explains that the mathematics learning outcomes of students who are taught with active learning learning strategies with peer tutoring techniques are better than the mathematics learning outcomes of students who are taught with conventional learning in VIII class SMP 20 Medan 2017-2018 Academic Year.

scholarly journals PENGGUNAAN MEDIA KONKRET UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA POKOK BAHASAN GARIS BILANGAN PADA PESERTA DIDIK KELAS III MI DATOK SULAIMAN KOTA PALOPO

2019 ◽  
Vol 2 (1) ◽  
pp. 81-92
Author(s):  
Sri Sulviani
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Number Line ◽  
Class Iii ◽  
Research Subjects ◽  
Line Material ◽  
Analysis Techniques ◽  
School Year ◽  
Third Grade Students ◽  
Quantitative Data Analysis

This research is a Classroom Action Research (CAR) which is the main problem of the low level of mathematics learning outcomes of class III students of MI Datok Sulaiman Palopo City. The research subjects were MI Datok Sulaiman third grade students in the odd semester of 2018/2019 school year with 28 students. This study was carried out in two cycles with number line material. Data collection techniques used consist of tests, observations, and documentation. Data processing and analysis techniques used are quantitative data analysis and qualitative analysis. The results showed that the learning outcomes with the number line material obtained by the average learning outcomes of students in cycle I was 64.85 including the category of not achieving the KKM score (Minimum Completeness Criteria) with the number of students completing learning were 11 people with a percentage of 39%, and learning outcomes in the second cycle on average obtained 82.89 including very good category with the number of students completing 26 with a percentage of 93%. This research was declared successful with the use of concrete media to improve mathematics learning outcomes.

Key Mathematical Competencies From Arithmetic to Algebra

2020 ◽  
Author(s):  
Kristie J. Newton ◽  
Christina A. Barbieri ◽  
Julie L. Booth
Keyword(s):  
Mathematics Learning ◽  
Numerical Magnitude ◽  
Major Area ◽  
Equal Sign ◽  
Negative Numbers ◽  
Mathematical Ideas ◽  
Whole Numbers ◽  
Mathematical Competencies ◽  
Number Lines ◽  
Over Time

Mathematics learning encompasses a broad range of processes and skills that change over time. Magnitude and equivalence are two fundamental mathematical ideas that students encounter early and often in their mathematics learning. Numerical magnitude knowledge is knowledge of the relative sizes of numbers, including whole numbers, fractions, and negative numbers, within a given scale. Understanding mathematical equivalence means understanding that two or more specific quantities with the same value can be represented in a variety of ways and remain equal and interchangeable. A major area of research on equivalence is knowledge of the equal sign. Both equal sign knowledge and magnitude knowledge are foundational in that they predict later learning in mathematics, including algebra. Implications for practice include the use of number lines and more variation in the way that arithmetic problems are formatted.

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