scholarly journals Improvement of College Students Mathematical Concept Understanding through DNR-based Instruction Models

2018 ◽  
Author(s):  
Marwia Tamrin Bakar ◽  
Didi Suryadi ◽  
. Darhim
Keyword(s):  
College Students ◽  
Mathematical Concept ◽  
Concept Understanding ◽  
Based Instruction

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

2021 ◽  
Vol 36 (2) ◽  
pp. 434-456
Author(s):  
Emily E. Gallant ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve ◽  
Jason C. Vladescu ◽  
April N. Kisamore
Keyword(s):  
College Students ◽  
Self Study ◽  
Based Instruction ◽  
Logical Fallacies

Inquiry-based instruction within a community of practice for gifted–ADHD college students

2012 ◽  
Vol 30 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Olivia (Liv) Hua ◽  
Bruce M Shore ◽  
Evgeniya Makarova
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
Community Of Practice ◽  
Undergraduate Students ◽  
Talent Development ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Integral Role ◽  
Authentic Community ◽  
Based Instruction

A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement. To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

Using equivalence-based instruction to teach college students to identify logical fallacies

2018 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Triton Ong ◽  
Matthew P. Normand ◽  
Merritt J. Schenk
Keyword(s):  
College Students ◽  
Based Instruction ◽  
Logical Fallacies

scholarly journals UPAYA MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA DENGAN MENGGUNAKAN MODEL PROBLEM BASED INSTRUCTION PADA MATA KULIAH ANALISA VEKTOR UNIVERSITAS GRAHA NUSANTARA PADANGSIDIMPUAN

PeTeKa ◽  
2018 ◽  
Vol 1 (3) ◽  
pp. 147
Author(s):  
Lilis Harianti Hasibuan ◽  
Susi Sulastri Lubis
Keyword(s):  
Action Research ◽  
Model Problem ◽  
Activity Levels ◽  
Object Model ◽  
Learning Models ◽  
Concept Understanding ◽  
Student Activity ◽  
Average Value ◽  
Based Instruction ◽  
Research Type

This research type is Classroom Action Research with student population of sixth semester Graha Nusantara University which amounted to 26 people with object model of learning using problem based instruction as an effort to improve concept understanding student study on vector analysis course. The results showed the results of concept comprehension siclus I test with problem-based instruction obtained percentage of 69.23% sufficient criteria and on the second siclus obtained percentage of 84.62% good criteria. Based on the observation of student activity on the first cycle obtained student activity levels of 70.56% with sufficient category and on the second cycle increased student activity to 86.68% with good category. As for the observation of lecturer ability of cycle I obtained the average value 3,428571 with the category of "Good" and cycle II increased to 4.107143 with the category of "Good". The conclusion of this study is the use of problem based instruction learning models can improve students' understanding of concepts in vektor analysis subjects.

scholarly journals EFEKTIVITAS PENERAPAN MODE LPEMBELAJARAN RECIPROCAL TEACHING TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA

2019 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Baharuddin Abbas ◽  
Sitti Mania ◽  
Wirda Raoda ◽  
Muhammad Rusydi Rasyid ◽  
Thamrin Tayeb
Keyword(s):  
Mathematical Concept ◽  
Learning Model ◽  
Learning Motivation ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Concept Understanding ◽  
Analysis Techniques ◽  
Initial Learning ◽  
Teaching Learning ◽  
Initial Concept

AbstrakTujuan dari penelitian ini adalah meningkatkan motivasi belajar dan pemahaman konsep matematika siswa dengan menerapkan model pembelajaran reciprocal teaching. Data motivasi belajar dikumpulkan melalui angket dan data pemahaman konsep matematika dikumpulkan melalui tes.Teknik analisis data yang digunakan adalah statistik deskriptif dan statistik infrensial. Pengujian hipotesis menggunakan uji independent samplet T-test. Hasil penelitian menunjukkan bahwa setelah diterapkan model reciprocal teaching motivasi belajar siswa yang sebelumnya 35% berada pada kategori tinggi kemudian meningkat menjadi 95%, dapat pula dilihat peningkatannya dari rata-rata motivasi belajar awal siswa yaitu 68,35 kemudian meningkat menjadi 84,00. Pemahaman konsep matematika siswa juga meningkat setelah diterapkannya model reciprocal teaching yang sebelumnya 15% berada pada kategori tinggi meningkat menjadi 55%, dengan peningkatan rata-rata pemahaman konsep awal yaitu 46,50 meningkat menjadi 80,05. Dengan demikian penerapan model pembelajaran reciprocal teaching efektif terhadap peningkatan motivasi belajar dan pemahaman konsep matematika siswa.AbstractThe aims of this study were to improve the students' learning motivation and understanding mathematical concept by applying reciprocal teaching learning model. Data of learning motivation was collected through questionnaire and data of understanding mathematical concept was collected through tests. Data analysis techniques used were descriptive and infrential statistics. Hypothesis testing used was Independent Samplet Test. The findings showed that after the implementation of reciprocal teaching model, the students' motivation in learning improve from 35% to 95%. It could also be seen that the average of the students' initial learning motivation increased from 68.35 to 84.00. The understanding of the students' mathematical concept also improve after the implementation of reciprocal teaching model which previously was 15% in the high category increased to 55%, with an increase in the average of initial concept understanding from 46.50 to 80.05.  Thus, the application of reciprocal teaching learning model is effective to improve the students' learning motivation and understanding mathematical concept.

scholarly journals Exploration of the Influence of Learning ELPSA (Experiences, Language, Pictures, Symbols, and Applications) on the Understanding of Mathematical Concepts

2020 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Herwandi Herwandi ◽  
Andi Kaharuddin
Keyword(s):  
Sampling Technique ◽  
Mathematical Concept ◽  
Learning Approach ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Descriptive Research ◽  
Eighth Grade Students ◽  
Class Viii ◽  
The One ◽  
Level Of Understanding

The ability of students to understand the concept of learning varies, it is very necessary to know the level of understanding of students' concepts in learning mathematics, so that it becomes a rationale in determining the appropriate learning approach. This study aims to determine the effect learning approach of the ELPSA eighth grade students of SMP Negeri 6 Makassar. The type of research used is experimental research. The design of this research is the One-Group Pretest-Posttest Design. The population in this study were students of class VIII SMP Negeri 6 Makassar in the 2019/2020 academic year and the research sample was determined by the Cluster Random Sampling technique. The instrument in this study was an essay test on understanding mathematical concepts. The data analysis used was descriptive and inferential. The descriptive research results show that there is an increase in understanding of the mathematical concept after the application of the ELPSA learning approach; the score of concept understanding after the application of the ELPSA learning approach met the completeness criteria, namely more than 80; and completeness of students' conceptual understanding after being applied classical ELPSA learning approach is 97% complete. The inferential hypothesis testing results show that the application of the ELPSA learning approach affects the understanding of mathematical concepts in class VIII students of SMP Negeri 6 Makassar.

scholarly journals Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities

2021 ◽  
Vol 2 (1) ◽  
pp. 35-43
Author(s):  
Komarudin Komarudin ◽  
Suherman Suherman ◽  
Anita Anggraini
Keyword(s):  
Student Learning ◽  
Mathematical Concept ◽  
Learning Activities ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Analysis Techniques ◽  
Positive Direct ◽  
The Impact

This research aims to determine the influence of students' learning activities on the ability to understanding mathematical concepts through the STEM Learning Approach Makerspace model based on PBL on SPLDV materials. As for the type of research Quasi-Experiments. The population in this study was 90 students who were distributed into 3 classes with 2 classes that sampled grades VIII A and VIII C. The sampling techniques in this study used randomized classes and data collection techniques in this study were tests and observations, while the research instruments used preliminary tests and final tests to measure the ability to understand mathematical concepts and observation sheets to see students' learning activities. Data analysis techniques using a two-way ANOVA test. The research showed that there is an influence of the PBL-based Makerspace STEM Learning Approach model on the ability to understand mathematical concepts, there is no influence on students' learning activities on mathematical concept comprehension capabilities, and there is no interaction between the PBL-based Stem Learning Approach Makerspace model and student learning activities on the ability to understand mathematical concepts. Conclusion, there is a positive direct effect of cognitive structures on the ability to understanding mathematical concepts.

scholarly journals PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs

2020 ◽  
Vol 4 (1) ◽  
pp. 50
Author(s):  
Safitri Safitri
Keyword(s):  
Conceptual Understanding ◽  
Mathematical Concept ◽  
Mathematical Concepts ◽  
Ability Test ◽  
Concept Understanding ◽  
Flat Side ◽  
Quasi Experimental ◽  
Class Viii ◽  
Three Stages ◽  
Better Than

The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.

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