Pengaruh Penggunaan Aplikasi Zoom Meeting Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Pada Pembelajaran Daring Di Kelas V

The purpose of this study is to explore the influence of the use of zoom meeting applications on students' math problem-solving skills in online learning in class V. The method in this study uses survey methods. The sample in this study was all VA SDN Duri Kepa 05 students as many as 30 students. Instruments to collect data used in this study are the use of zoom meeting applications and tests of students' math problem-solving skills. The results of the study obtained using a partial test (t) that showed that a significant 0.00 < 0.05. These results showed H0 was rejected and H1 accepted, meaning there was a significant influence between the use of zoom on students' problem-solving abilities.

Basic Concepts of Structural Design for Architecture Students

This book aims to narrate fundamental concepts of structural design to architecture students such that they have minimum involvement with math problem-solving. Within this book, students learn about different types of loads, forces and vector addition, the concept of equilibrium, internal forces, geometrical and material properties of structural elements, and rules of thumb for estimating the proportion of some structural systems such as catenary cables and arches, trusses, and frame structures.

Analisis Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tingkat Self-Confidance Peserta Didik Kelas VIII

This study aims to describe mathematical problem-solving ability based on the level of self-confidence. This type of research is a qualitative descriptive study with a quantitative approach. The data collection technique in this research is to provide test (10 multiple choice questions and 2 description questions), questionnaires, and interviews. The results showed that students with high level of self-confidence with high mathematical problem-solving abilities were able to achieve 3 out of 4 indicators of assessing problem solving abilities well, namely indicators of understanding problems, devising a plan, and carrying out the plans. Students with high level of self-confidence with moderate math problem solving abilities are able to achieve 1 of 4 indicators well, namely carrying out the plans, achieve 2 of the 4 indicators quite well, namely indicators of understanding problems and devising a plan, and less able to achieve 1 of 4 indicators namely looking back indicators. Students with high level of self-confidence with low math problem solving abilities are able to achieve 1 of 4 indicators well, namely indicators of understanding the problem. However, it does not reach 3 indicators, namely devising plans, is carrying out the plan and looking back.

Academic Outcomes: Behavioral Parent Training vs. Central Executive Training vs. Inhibitory Control Training for ADHD

Objective: Central executive training (CET) is a ‘level 2’ evidence-based treatment for improvingADHD-related executive dysfunction and behavioral symptoms, but the extent to which these gains extend to the disorder’s well-documented academic difficulties has not been investigated. Method: Across two clinical trials, 108 children with ADHD ages 8-13 (M=10.29, SD=1.50; 32 girls; 75% White/Non-Hispanic) were treated with CET (n=52), inhibitory control training (ICT; n=29), or gold- standard behavioral parent training (n=27). Results: Across trials, CET was superior to both BPT and ICT (d=0.62-0.88) for improving masked teacher perceptions of academic success, impulse control, and academic productivity at 1-2 months post-treatment. CET (d=0.76) and ICT (d=0.54) were both superior to BPT for improving objectively-tested academic achievement overall (reading comprehension, math problem-solving, language comprehension) at 2-4 month follow-up. In terms of specific academic domains, CET was superior to BPT (d=0.71) and ICT (d=0.56) for improving math problem-solving skills and superior to BPT for improving reading comprehension (d=0.64). CET was also associated with significant improvements in language comprehension in Study 1 (d=0.46), but this effect failed to replicate in Study 2; neither BPT nor ICT were associated with changes in language comprehension (d=0.01-0.20). The significant benefits of CET on academic success, academic productivity, reading comprehension, and math problem-solving replicated across the two trials. Conclusions: Results across the two trials reported herein provide strong support for the efficacy of CET for ADHD, and are consistent with model-driven hypotheses that academic difficulties in ADHD are due, in part, to these children’s underdeveloped executive functioning abilities.

Development CPS Integrated TPACK Model to Improve Student Problem Solving In New Normal Pandemic Covid-19

In 21st-century learning, teachers must integrate technology, pedagogy knowledge, and content to improve students' problem-solving skills. Through problem-solving, students are required to think systematically, critically, logically, and have an unyielding attitude to find solutions to problems. This study aims to develop CPS integrated TPACK model to improve problem-solving capabilities. Borg and Gall model development research uses the research method, including needs analysis, product design, product development, product implementation, and evaluation. Data analysis was used in this study using descriptive analysis. Based on the data analysis conducted, the average product validation score of 3 experts in a row was 79.4; 79,9; and 80.8 in the valid category. The products developed are also relatively practical, with an average practical score of 82.67. The product trials were conducted four times the meeting showed that the products used are classified as pragmatic. The product is classified as effective with an effectiveness percentage of 86.67%, so it is feasible to be implemented. The product developed has a potential effect in the high category to improve math problem-solving skills with an N-Gain of 0.81.