scholarly journals APPLICATION OF MIND MAP IN TEACHING GEOMETRY IN GRADE 4

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Lu Kim Ngan ◽  
Duong Huu Tong ◽  
Bui Phuong Uyen ◽  
Nguyen Duc Minh
Keyword(s):  
Graphical Representation ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Primary Students ◽  
Teaching Activities ◽  
Teaching Geometry ◽  
Fourth Grade Students ◽  
Mind Maps ◽  
The Mind ◽  
Improve Student Learning

<p>When it comes to mathematics education and learning, mind maps are a graphical representation of ideas and concepts widely used. A mind map can significantly improve student learning and teacher teaching activities by its unique structure and characteristics. This study demonstrates the feasibility and effectiveness of incorporating a mind map into the geometry curriculum for fourth-grade students. The findings of an experiment conducted on 44 primary students demonstrate that, with the teacher's guidance, most students can create an appropriate mind map to review a lesson and that the mind map contributes to increasing students' learning motivation and subject interests. Several students responded positively to a survey about their attitudes toward using mind maps in mathematics learning, which revealed that they have favorable attitudes toward using mind maps.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0920/a.php" alt="Hit counter" /></p>

scholarly journals MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SD KELAS 4 MENGGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBASIS KURIKULUM 2013

2018 ◽  
Vol 1 (1) ◽  
pp. 124
Author(s):  
Rosemey Ratna Purnawati ◽  
Slameto Slameto ◽  
Elvira Hoesein Radia
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Initial Condition ◽  
Curriculum Model ◽  
Fourth Grade Students ◽  
Improve Student Learning

Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika menggunakan model pembelajaran Discovery Learning berbasis Kurikulum 2013 pada siswa kelas 4 di salah satu SD Negeri kota Salatiga. Jenis penelitian ini adalah penelitian tindakan kelas dengan dua siklus. Siklus I dan II terdiri dari tiga kali pertemuan. Subjek penelitian adalah siswa kelas 4. Pada kondisi awal nilai rata-rata klasikal adalah 62,25 dengan jumlah siswa tuntas sebanyak 10 siswa dan jumlah siswa tidak tuntas sebanyak 10 siswa. Pada siklus I rata-rata hasil belajar matematika meningkat menjadi 75,50 dan pada siklus II rata-rata hasil belajar siswa meningkat lagi menjadi 83,00. Presentase ketuntasan hasil belajar siswa juga mengalami peningkatan. Pada siklus I presentase ketuntasan mencapai 75% dan pada siklus II presentase ketuntasan mencapai 90%, dengan demikian dapat disimpulkan bahwa model pembelajaran Discovery Learning berbasis Kurikulum 2013  dapat meningkatkan hasil belajar.Abstract:  This study aims to improve the learning outcomes of mathematics through Discovery Learning based on 2013 curriculum model in the fourth grade students on one of the Salatiga State Elementary Schools. This type of research is a Classroom Action Research with two cycles. Both cycles consist of three meetings. The subjects of the study were the fourth grade students. The initial condition showed that the score was 62,25 with the total number of students who passed were only 10 students and the number of students who hasn’t passed were 10 students. At the first cycle of mathematics learning the outcomes increased to become 75,50. It means the percentage of completeness reached 75%. At the second cycle the average of student’s learning outcomes increased again to become 83,00. Showed that percentage of completeness reached 90%, thus it can be concluded that the Discovery Learning based on 2013 curriculum model can improve student learning outcomes.

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.

scholarly journals The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism

2019 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Jonathan Fredrik ◽  
Bagus Ardi Wibowo
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Mathematics Learning ◽  
Secondary Data ◽  
Point Of View ◽  
Literature Study ◽  
Mind Maps ◽  
The Right ◽  
The Mind

Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.

scholarly journals The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool

2021 ◽  
Vol 15 (2) ◽  
pp. 257-266
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Sabri Sidekli
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Qualitative Data ◽  
Fourth Grade ◽  
Achievement Test ◽  
Evaluation Tool ◽  
Spring Semester ◽  
Fourth Grade Students ◽  
Mind Maps ◽  
The Mind

The aim of the study was to determine the concepts that primary school fourth-grade students reveal with their mind maps related to four operations (addition, subtraction, multiplication, division) and to compare the mind map and achievement test scores. In the study, a mixed method was used in which quantitative and qualitative data were collected and presented together. The study was carried out with a total of 14 students. There were eight girls and six boys, who studying in the fourth-grade of a primary school in Menteşe district of Muğla, in the spring semester of the 2019-2020 academic year. In the research, mind maps created for four operations and success test were used as data collection tools. The data collection process was carried out simultaneously. In the analysis of the data, qualitative data were transformed into the quantitative analysis, and quantitative analyzes were made. Concepts in mind maps created for four operations were subjected to qualitative analysis and photos were added as evidence. As a result of the research, it was determined that the majority of the students adopted the concepts of addition, subtraction, multiplication, and division. Besides, it was revealed that there was a high-level positive relationship between the scores of the students obtained from the achievement test and the scores from the mind maps they created. The evaluation made using the mind map for primary school fourth-grade students is more advantageous than the achievement test in terms of determining the conceptual understanding.

scholarly journals Upaya Meningkatkan Hasil Belajar Matematika Menggunakan Metode Mind Map pada Siswa Kelas V SD Negeri 38 Ampenan

2021 ◽  
Vol 6 (1) ◽  
pp. 85
Author(s):  
Nurhasanah Nurhasanah
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Mathematics Learning ◽  
Research Process ◽  
Fifth Grade ◽  
Observation Data ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
The Mind ◽  
Improve Student Learning

The purpose of this study was to improve student learning outcomes in mathematics learning by using the mind map method for fifth grade students of SD Negeri 38 Ampenan. The research method used is classroom action research. The research process used was the research proposed by Kemmis and Taggart which used a spiral system cycle, each cycle consisting of planning, action, observation, and reflection. The subjects in this study were 37 grade V SD Negeri 38 Ampenan students. Research data obtained from the results of observations, tests and documentation. The data analysis technique used descriptive qualitative and quantitative. The results showed that the students' mathematics learning outcomes using the Mind Map method had increased. This is indicated by an increase in the average mathematics learning outcomes of grade V students by 49.01%. In addition, the results of the analysis of the observation data increased from 46.7% of the fulfilled aspects to 86.7% of the aspects.

scholarly journals Effect of Realistic Mathematical Approaches against Results Learning Mathematics and Student Learning Motivation SDN 102119 Nagaraja Serdang Bedagai

2020 ◽  
Vol 2 (2) ◽  
pp. 567-575
Author(s):  
Maria Melfa Simanjuntak ◽  
Hasratuddin ◽  
Zulkifli Matondang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approach ◽  
Realistic Mathematics ◽  
Fourth Grade Students

Mathematics learning outcomes obtained by students at least describe the achievement of learning objectives to be achieved. But the learning outcomes of students at SD Negeri 102119 Nagaraja are still relatively low with a low level of student motivation so that it influences the teaching and learning process. With one alternative that can help using the Realistic Mathematical Approach (PMR) can improve student learning outcomes and motivation to learn mathematics. Therefore, this study aims to examine the Effect of Realistic Mathematical Approaches on Learning Outcomes of Mathematics; Effect of Realistic Mathematical Approaches on Student Learning Motivation; and Great influence of learning approaches on student learning outcomes in mathematics and student motivation. This research is a quasi-experimental research. The population in this study were all fourth grade students of SD Negeri 102119 Nagaraja Serdang Bedagai, totaling 54 students. The instrument used consisted of a test of learning outcomes and a motivation questionnaire. Data were analyzed with the Simple Regression Analysis Test. Based on the results of the analysis the results of the study are obtained that the Realistic Mathematics Approach gives an effect on the mathematics learning outcomes of fourth grade students of SD Negeri 102119 Nagaraja Serdang Bedagai because the value of Sig. equal to 0,00 <0,05 with t count 7,158> t table 2,064; The Realistic Mathematics Approach does not have an effect on student motivation because the value of Sig. of 0.84> 0.05 with t count 0.193 <t table 2.064; and The magnitude of the effect of the learning approach on mathematics learning outcomes 68.1% and the effect of the learning approach on learning motivation 0.2% while the remaining 31.7% is influenced by factors other than the learning approach.

scholarly journals Bimbingan Belajar Matematika Kepada Siswa Kelas IX Di SMP Kristen Payeti, Waingapu, Sumba Timur, NTT

2019 ◽  
Vol 1 (02) ◽  
pp. 24
Author(s):  
FELIANI ABSASCE MARKUS
Keyword(s):  
Student Learning ◽  
Community Service ◽  
Positive Response ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Teaching Staff ◽  
Situation Analysis ◽  
Insufficient Time ◽  
Improve Student Learning ◽  
Different Levels

Learning tutoring activities for class IX students at SMP Kristen Payeti are a form of community service carried out by Gerakan Mahasiswa Matematika (Gamma) in this case to improve student learning motivation and help teachers guide class IX students to prepare themselves before National exam. The purpose of this activity is seen from the situation analysis conducted that the Mathematics learning process in the class is still not optimal due to several factors such as insufficient time to discuss too many math questions with different levels of difficulty, coupled with the number of students in the class IX which is quite a lot and has minimal teaching staff. This tutoring activity took place very well with a positive response from some students who were very enthusiastic in learning because the learning methods carried out by some counselors were very interesting but the infrastructure in schools was still very minimal so that students' learning motivation was not fully optimal. Tutoring activities as a form of community service are very important to help increase student learning motivation both in class or outside the classroom, and also as a guide is very useful as a form of new experience and closer to the community in this case the school community.

scholarly journals Realistic Mathematics Education untuk Meningkatkan Kemandirian Belajar Matematika

2019 ◽  
Vol 4 (6) ◽  
pp. 738
Author(s):  
Renika Arisinta ◽  
Abdur Rahman As’ari ◽  
Cholis Sa’dijah
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Student Learning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Fourth Grade Students ◽  
The Subject ◽  
Implementation Plans ◽  
Improve Student Learning

<p class="Abstrak"><strong>Abstract:</strong> This study aims to describe the Realistics Mathematics Education (RME) approach in increasing the independence of students' mathematics learning in the material area and around square and rectangle. This type of research was classroom action research. The subject of this study were fourth grade students of Elementary School consisting of 29 students. Learning devices in this study were Learning Implementation Plans and Group Worksheets while the instruments used in this study are observation sheets of student learning independence, teacher observation sheets, questionnaires, and interview guidelines. The results of the study showed that the RME approach that was packaged by giving problems in the form of written or unwritten stories that enabled students to find different solutions/answers and using manipulative media could improve student learning independence with the average student categorized well.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan pendekatan <em>Realistics Mathematics Education</em> dalam meningkatkan kemandirian belajar matematika siswa pada materi luas dan keliling persegi dan persegi panjang. Jenis penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini yaitu siswa kelas IV yang terdiri dari 29 siswa. Perangkat pembelajaran pada penelitian ini yaitu Rencana Pelaksanaan Pembelajaran dan Lembar Kerja Kelompok, sedangkan instrumen yang digunakan dalam penelitian ini yaitu lembar observasi kemandirian belajar siswa, lembar observasi guru, angket, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa pendekatan RME yang dikemas dengan pemberian permasalahan berupa cerita secara tertulis maupun tidak tertulis yang memungkinkan siswa menemukan berbagai solusi/jawaban yang berbeda-beda dan menggunakan media manipulatif dapat meningkatkan kemandirian belajar siswa dengan rata-rata siswa berkategori baik.

scholarly journals Pengaruh Kecerdasan Emosional Terhadap Motivasi Belajar Matematika Siswa Kelas IV SD Negeri 1 Ngulankulon

2020 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Fitriana As Sidik ◽  
Efi Ika Febriandari ◽  
Angga Setiawan
Keyword(s):  
Emotional Intelligence ◽  
Significant Influence ◽  
Alternative Hypothesis ◽  
Survey Methods ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Fourth Grade Students ◽  
Class Iv

This study aims to determine the level of emotional intelligence, find out the motivation to learn mathematics and determine the effect of emotional intelligence on motivation to learn mathematics. Using quantitative research with survey methods. Population and sample of all fourth grade students with 21 students. Data obtained by observation and disseminating the first questionnaire aims to find out emotional intelligence and the second questionnaire to determine student motivation. The research instrument uses a scale of emotional intelligence and motivation to learn mathematics. Descriptive analysis results show that the emotional intelligence of class IV students is in the medium category with a percentage of 14%, while the motivation to learn mathematics in class IV is in the moderate category with a percentage of 29%. After analyzing the data it is known that there is a significant influence with the results of r count = 16.991 and consulted with a value of t table = 1.729. While the influence of variable X (emotional intelligence) on the Y variable (mathematics learning motivation) was 93.8%. With these results, the alternative hypothesis is accepted and the null hypothesis is rejected. It can be concluded that there is a significant influence of the influence of emotional intelligence on mathematics learning motivation of fourth grade students of SD Negeri 1 Ngulankulon.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

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