Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah self-esteem berpengaruh terhadap prestasi akademik matematika mahasiswa atau tidak. Penelitian ini merupakan penelitian korelasional. Populasi dalam penelitian ini adalah seluruh mahasiswa Universitas Madako Tolitoli yang memprogramkan mata kuliah Matematika. Sampel dalam penelitian ini diambil secara acak. Adapun ukuran sampel penelitian berjumlah 76 mahasiswa yang memprogramkan mata kuliah matematika. Teknik Pengumpulan data yang digunakan adalah Non Tes berupa Pemberian angket dan studi dokumentasi. Angket digunakan untuk mengumpulkan data kondisi self-esteem mahasiswa sedangkan Studi Dokumentasi dilakukan untuk mengumpulkan data prestasi akademik matematika mahasiswa.Data yang telah dikumpulkan kemudian dianalisis menggunakan uji regresi sederhana. Hasil Penelitian menunjukkan bahwa self-esteem berpengaruh terhadap prestasi akademik matematika mahasiswa. Hasil Penelitian ini berimplikasi bahwa self-esteem tidak hanya berpengaruh pada prestasi akademik matematika siswa di sekolah saja, namun juga berpengaruh terhadap prestasi akademik matematika mahasiswa di Perguruan Tinggi.
This study aimed to describe the effectiveness of the cooperative learning of the Team Assisted Individualization (TAI) type using the problem solving approach in terms of the mathematics learning achievement, critical thinking skills, and self-esteem of vocational high school (VHS) students. This was a quasi-experimental study using the pretest posttest nonequivalent comparison group design. The research population comprised all Grade X students of SMK Negeri 1 Tolitoli. The sample was selected by means of the purposive sampling technique. The selected sample consisted of Grade X of Health Nurse 1 as the first experimental class and Grade X of Nurse Health 2 as the second experimental class. To test the effectiveness of the cooperative learning of the TAI type using the problem solving approach, the data were analyzed using one sample t-test. Then, to compare the effectiveness of the cooperative learning model of the TAI type using the problem solving approach and that of the learning that used only the cooperative learning model of the TAI type, the data were analyzed using the MANOVA test. The results of the study showed that the application of the cooperative learning model of the TAI type using the problem solving approach was effective to be applied in learning. In addition, the results showed that the cooperative learning model of the TAI type using the problem solving approach was significantly more effective than the learning that used only the cooperative learning model of the TAI type in terms of the mathematics learning achievement, critical thinking skills, and self-esteem of VHS students.
Introduction/Main Objectives: This study aims to examine training innovations in Indonesia from 2017 to 2022. Background Problems: This literary study of Indonesian training innovations is pivotal because it is essentially related to human resource development, particularly in Indonesia. Moreover, The academic studies in this field are insufficient to give knowledge, so this research was conducted to provide a more general description of Indonesian training innovations. The discussions of training innovations in this article are circulated 1) How the training innovations have been carried out in Indonesia, 2) What the advantages of training innovations are, and 3) How to research approach was carried out in the training innovations conducted in Indonesia. Novelty: Systematically examines in-depth training innovations in Indonesia and provides an overview of the development of training innovations in Indonesia. Research Methods: This research used a systematic literature review. Finding/Results: The result shows that 1) The training innovations in Indonesia varied in two terms, application or software and learning process, 2) The innovations had a positive effect on the participants, and 3) in its development, the studies on training innovations were carried out using some methods which are quantitative, qualitative, mixed, and research and development methods. Conclusion: This literature study provides a comprehensive overview of training innovation in Indonesia and becomes an additional description and reference for further research and possibilities for studies on training innovation worldwide.
This study aims to describe the innovations that have been applied in learning in training activities and describe the impact of the application of learning innovations on training activities. The method used in this study is a Systematic Literature Review. Data collection is carried out by documenting and reviewing articles either in national journals or proceedings of national seminars related to learning innovations applied to training and articles related to the impact of learning innovations in the period 2012 to 2021. The data were analyzed using a qualitative descriptive approach by going through four stages, namely data collection, data reduction, data presentation, and conclusion drawing. The findings show that the learning innovations applied to training are in the form of the application of e-learning, open design training models, interactive training methods, the use of learning media with the help of canva, the creation of video-based learning media, innovations in the training curriculum, and the implementation of blended learning in training activities by utilizing the use of the application and web-based information technology such as zoom, moodle-based learning management system (LMS) and google meetings. Then, information was also obtained that the impact of the application of learning innovations included the improvement of human resource professionals, increasing the performance of human resources, and the formation of active and creative human resources at work.
This study is aimed to improve students' self-esteem toward mathematics learning in MTs Ummul Quro through Students Team Achievement Divisions (STAD) cooperative learning. This was a classroom action research study and the research subjects were thirty one students of Grade IX B. The data as indicators of the success of class actions were collected using a self-esteem questionnaire for mathematics learning, mathematics achievement tests, and observation sheets for the implementation of STAD cooperative learning. In the implementation, the results showed that in Cycle I there were still students who had low self-esteem, 67.74% of students attained KKM (short for kriteria ketuntasan minimal or 'the criterion for minimum mastery'), and the percentage of the implementation of STAD cooperative learning was 85.33%. In Cycle II, no students had low self-esteem, 77.42% of students attained KKM, and the percentage of the implementation of STAD cooperative learning was 96.67%. In general, the results of the study showed that STAD cooperative learning could improve the self-esteem of Grade IX B of MTs through two cycles.
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