This study aims to determine the effectiveness of google classroom learning on students' mathematical reasoning. This research is a pre-experimental research with one-shot case type involving one class of class XI students consisting of 20 students in one high school in the city of Mataram. Research instruments in the form of tests, observations and interviews. Data analysis using one sample t-test. The results showed that learning to use google classroom on students' mathematical reasoning abilities was effective. Disciplinary attitude of students can be trained in this Google classroom LMS. Another finding, in the form of improving the implementation of google classroom in learning, is the need for supporting applications that can facilitate teachers and students face to face directly via the network (web) such as the use of Google mett.
The purpose of this study was to (1) assess the impact of using Dynamic Geometry Software (DGS) on students’ mathematical abilities, (2) determine the differences in effectiveness based on study characteristics in order to help educators decide under what conditions the use of DGS would be suitable in improving students' mathematical abilities. This meta-analysis study investigates 57 effect sizes from 50 articles that have been published in journals, international and domestic proceedings from 2010 to 2020 using the Comprehensive Meta-Analysis (CMA) tool as a calculation tool. Meanwhile, the Hedges coefficient is applied to the calculation of the effect size at the 95% confidence level. Based on a random effect model with a standard error of 0.09, the analysis results have found an overall effect size of 1.07. This means that learning using DGS has a high positive effect on students' mathematical abilities. The effect size of 1.07 explains the average student who uses DGS exceeds 84% math ability of those in conventional classes that are initially equivalent. Analysis of the study characteristics found significant differences in terms of sample size, student to computer ratio, and education level. This research showed the DGS used was more effective under certain conditions. First, it is very effective in sample conditions less than or equal to 30. Second, it provides classrooms with a sufficient number of computers, allowing students to use them individually, which is required to achieve higher effectiveness levels. Third, DGS is effective in high schools and colleges than in junior high schools. These facts can help educators in deciding on the appropriate sample sizes, student to computer ratios, and future levels of education in using DGS.
Self-efficacy is the ability to perform in dealing with various activities. Changes in learning activities due to Covid-19 affect the learning environment which has an impact on selfefficacy. This study aims to obtain an explanation of mathematics self-efficacy and its relationship with mathematics performance in online learning. The sample in this study was the mathematics performance score on trigonometry, and the Mathematics self-efficacy score of 75 students at one of the universities in Mataram. This research is a correlational research. The research instruments were in the form of a Mathematics Self-efficacy questionnaire and mathematics performance scores on trigonometry. Data were analyzed using descriptive statistics to measure the mean and standard deviation of mathematical self-efficacy and analysis of the correlation between mathematical self-efficacy and mathematics performance. The results showed that most respondents had a high level of mathematical self-efficacy in online learning. Further analysis shows that there is a positive relationship between mathematics self-efficacy and mathematics performance, with an R coefficient of 14.8%. These results explain that variations in Mathematics performance can be explained by variations in Mathematics self-efficacy of 14.8%.
The purpose of this study was to determine the differences in mathematical reasoning ability (KPM) based on gender variation (VG) and mathematical self-efficacy (SEM). Quantitative research was chosen to answer the research question. The research design used comparative causality on 75 students at a State University in Mataram City. Data collection was based on gender variance in the selected sample (51 women and 24 men, KPM test scores consisting of 5 items, and a 20-point SEM questionnaire, which were further categorized into 3 levels (low, medium and high). Analysis The data used two-way ANOVA with a 3 x 2 factorial design. The post-anava follow-up test used the turkey test. The results showed that male KPM was better than female KPM. Based on SEM category, student KPM at high SEM was better than student KPM at low SEM This finding emphasizes the importance of instructors being able to observe the characteristics of self-efficacy and gender variations that have an impact on the mathematics learning process.
AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara penggunaan jejaring sosial facebook terhadap prestasi belajar siswa. Subjek dalam penelitian ini adalah siswa MTs. Syamsul Huda Peresak yang berjumlah 34 orang. Penelitina ini merupakan penelitian korelasional. Pengumpulan data menggunakan angket tentang penggunaan jejaring sosial facebook dan dokumentasi hasil prestasi belajar siswa. Analisis menggunakan korelasi product moment. Hasil analisis data diperoleh bahwa nilai sig. = 0.775 > 0.05 = α, sehingga disimpulkan bahwa tidak terdapat hubungan yang signifikat antara penggunaan jejaring sosial facebook terhadap prestasi belajar siswa. Abstract The purpose of this research was to find out the relationship between using the facebook as social networking toward student achievement. The subjects in this study were students of MTs Syamsul Huda Peresak with total 34 students. This research is a correlational research. The data collection uses a questionnaire about the user of social networking Facebook and the documentation results of student learning achievements. The analysis uses product moment correlation. The results of data analysis show that the sig value. = 0.775> 0.05 = α, so it can be concluded that there is no significant relationship between using of Facebook as social networks to student learning achievements.
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