<p>This study aimed to examine the effectiveness of mobile blended compared to conventional problem-based learning on mathematical problem-solving skills and look for students' responses about the use of online learning. The study was conducted using a pretest-posttest quasi-experimental research design supported with descriptive qualitative responses involving 188 students taken by applying cluster random sampling as subjects of research distributed from vocational high schools in <em>Bojonegoro</em> City, East Java, Indonesia. Research findings revealed that mathematical problem-solving skills for students treated with mobile blended problem-based learning were higher than those who have been treated with purely problem-based learning. In addition, students have responded positively to the usage of mobile blended problem-based learning that was applicable and acceptable for effectively improving mathematical problem-solving skills.</p>
The purpose of this study is to determine the type of difficulty, causal factors, and provide solutions to overcome the difficulties in solving materials physics matter temperature and heat.Techniques of collecting data using tests, questionnaires, and interviews.The subjects of class X High School Ar-Risalah Lubuklinggau.From the analysis of the test data found the difficulty proportion of 80.3% problem, the difficulty of using symbols 76.2%, difficulty using the formula of 84%, difficulty analyzing the graph of 65% and 90% difficulty count.Based on the results of interviews and questionnaires, the factors that cause students to have difficulty understanding the problem is that students do not understand the purpose and purpose of the problem, the lack of students' understanding of the material, the students rarely repeat the material that has been studied at home and students lazy exercise to do the question.The cause of the difficulty of using symbols is that students forget the physical symbol and students remember the symbol by memorizing not understanding it.The cause of difficulty using the formula is the students are not interested and feel complicated with the matter that there is a formula and students do not master the concept of the material well.The cause of the difficulty of analyzing the graph is the students do not understand the purpose of the graph, the students feel complicated and not interested in the matter of the graph.The cause of the difficulty of counting is the students are less interested in the matter of the count, the students are not careful in calculating, the students have difficulty performing the count operation, and the teacher rarely gives a varied problem. Keywords:Difficulty, Problem Solving, Temperature and Heat
The use of language is a form of social interaction that occurs in various situations. Social interaction will live from the activity of talking to members of the language users. Language is also a means to show self-identity. Through language, we can show our viewpoint, our origins and nations, our education level, even our nature. From the sociolinguistic perspective, language attitude in multilingual society is an interesting phenomenon to study. Language behaviour and attitude towards language are the two things that are closely related, which can determine the choice of languages as well as the survival of a language. The study of sociolinguistics is addressing the phenomena of language selection as a discourse in the event of communication and demonstrating the social and cultural identity of the speech participants. Community members are constantly changing variations in the use of language.
the research aims at finding out the correlation between Jigsaw method and students independence on students learning achievement at SMP Negeri 12 Lubuklinggau. It was a quantitative research with experiment method. The population was all of the eighth grade students of SMP Negeri 12 Lubuklinggau with 156 students. The samples were the two classes which were collected by simple random sampling technique. The data collection technique was conducted through tests in the form of essay with six items and the questionnaires of learning independence. The data analysis was conducted through t test. Based on the result of posttest. Both in experiment and control class with significance level 0,05, it was found out that t obtained = 1,93 and ttable = 1,658 because t obtained > t table. It can be concluded that physic learning achievement with Jigsaw method was higher than conventional method at the eighth grade students of SMP Negeri 12 Lubuklinggau.Abstrak: penelitian ini bertujuan untuk mengetahui hubungan antara model pembelajaran kooperatif tipe Jigsaw dan kemandirian belajar siswa terhadap hasil belajar siswa SMP Negeri 12 Lubuklinggau. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan metode eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 12 Lubuklinggau yang berjumlah 156 siswa. Sampel penelitian ini menggunakan dua kelas yang diambil secara simple random sampling. Teknik pengumpulan data menggunakan teknik tes yang berbentuk uraian sebanyak enam soal dan angket kemandirian belajar. Data yang diperoleh kemudian dianalisis dengan menggunakan uji-t. Berdasarkan hasil analisis data posttest kelas eksperimen dan kontrol dengan taraf signifikan 0,05 didapat t hitung = 1,93 dan t tabel = 1,658 karena t hitung > t tabel , sehingga dapat disimpulkan hasil belajar fisika model pembelajaran kooperatif tipe Jigsaw lebih tinggi dibandingkan dengan model pembelajaran konvensional di kelas VIII SMP Negeri 12 Lubuklinggau.
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