Mathematics achievement of students in Indonesia is still lower than students in other countries. It is because the creative ability of students is still low. This study aimed to analyze students' creative problem-solving abilities after using realistic math comics videos. This type of research is quantitative research. A quasi-experimental study with a pretest-posttest comparison design was conducted in this study. The population of this study were all seventh-grade students of SMP, which consisted of four parallel classes. The sample was selected using a random sampling technique so that there were two classes of research samples, namely the control class sample and the experimental class sample. This study used a pretest and posttest instrument for creative problem-solving abilities. In this study, the pretest and posttest score data were normally distributed and homogeneous. Based on the research data analysis using the independent sample t-test, it was concluded that there were differences in the creative problem-solving abilities of students who were taught using real math comics videos with groups of students who were taught not to use fundamental math comics videos. So, it can be concluded that the creative problem-solving abilities of students who are taught using real math comic videos are better than those who are not taught using real math comic videos.
This study is a classroom action research. The purpose of this research is (1) to describe the application of problem solving method in improving mathematics problem solving students of mathematics education program of Catholic University of Santo Thomas North Sumatera and (2) to describe the improvement of mathematics problem solving ability of mathematics education student in Algebra and Trigonometry. The result of this research shows that the result of problem solving test of mathematics cycle I is students who do not have problem solving ability as much as 3 people (30%), while students have math problem solving ability as much as 7 people (70%) and percentage of observation sheet lecturer activity amounted to 70.90%. Based on the result of math problem solving test in cycle 2, there were 1 (10%) students who did not have the ability to solve mathematics problem, while the students who have problem solving ability 9 students (90%) and lecturer activity percentage of 85.50% experienced an increase from cycle I of 6.5%. Based on the results of this acquisition then the group (classical) can be said that students have the ability to solve problems in Algebra and Trigonometry courses and increase problem-solving abilities by 20%.Keywords: problem solving method and problem solving ability.
This research is a classroom action research. The objectives of this research are: (1) to describe student's learning activity in project-based learning; (2) to describe the improvement of student learning activity of mathematics education program of St. Thomas University through the application of project-based learning model; (3) to analyze student project tasks in project-based learning. The results of this study indicate that student learning activity in cycle 1 is 41.66% active students in visual activities, 25% active students in oral activities, 47.22% active students in writing activities, 13.89% active students in mental activities. Students activity in cycle 2 is 75% active students in visual activities, 63.89% active students in oral activities, 75% active students in writing activities, 52.78% active students in mental activities. The test validity test consisted of 18 tests tested in 18 schools with a total of 90 questions in which each test consisted of 4 questions, 5 questions and 6 questions. Validity results obtained 69 problems (76.67%) valid and as many as 21 problems (23.33%) is invalid. The results of the test reliability obtained 12 reliable tests with high reliability category as many as 5 tests (27.78%) and medium relative category as many as 7 tests (38.89%) and there are 6 tests (33.33%) that are not reliable. The result of analysis of different test variables obtained 39 problem (43,33%) with bad category, 29 problem (32,22%) enough category, and 16 problem (17,78%) good category. The results of the analysis of the difficulty level of the test obtained that from 90 tested questions there are 42 easy questions, 45 problems medium and 3 difficult questions. Keywords: project-based learning model an learning activityAbstrak. Penelitian ini adalah penelitian tindakan kelas. Tujuan penelitian ini adalah: (1) mendeskripsikan aktivitas belajar mahasiswa dalam pembelajaran berbasis proyek; (2) mendeskripsikan peningkatan aktivitas belajar mahasiswa prodi pendidikan matematika Unika Santo Thomas melalui penerapan model pembelajaran berbasis proyek; (3) menganalisis tugas proyek mahasiswa dalam pembelajaran berbasis proyek. Hasil penelitian ini menunjukkan bahwa aktivitas belajar mahasiswa pada siklus 1 adalah 41,66% mahasiswa aktif dalam visual activities, 25% mahasiswa aktif dalam oral activities, 47,22% mahasiswa aktif dalam writing activities, 13,89% mahasiswa aktif dalam mental activities. Aktivitas mahasiswa pada siklus 2 adalah 75% mahasiswa aktif dalam visual activities, 63,89% mahasiswa aktif dalam oral activities, 75% mahasiswa aktif dalam writing activities, 52,78% mahasiswa aktif dalam mental activities. Hasil validitas tes yang terdiri dari 18 tes yang diujicobakan pada 18 sekolah dengan jumlah keseluruhan soal 90 soal dimana masing-masing tes ada yang terdiri dari 4 soal, 5 soal dan 6 soal. Hasil validitas diperoleh 69 soal (76,67%) valid dan sebanyak 21 soal (23,33%) tidak valid. Hasil reliabilitas tes diperoleh 12 tes yang reliabel dengan kategori reliabilitas tinggi sebanyak 5 t...
The purpose of this quantitative research with correlational design is to determine whether there is independent learning with learning motivation in online-based mathematics learning. So, it can support the success of learning process. This study was conducted in the odd semester of the 2021/2022 Academic Year. All seventh-grade students of SMP Santo Yoseph Medan were used as the research population. While the samples of this study were all students of class VII-A who collected 30 people and all students of class VII-B who collected 31 people. In mathematics learning, all students are taught online through the Zoom cloud meeting platform, WhatsApp, and Google Classroom. Sampling was done by purposive sampling technique. The study instruments is a learning independence questionnaire and student learning motivation questionnaire. The results of the questionnaire were analyzed based on product moment correlation data. Data analysis of the research results showed sig. (2-tailed) < 0.05 so that there is a significant relationship between learning independence and students' learning motivation in online-based mathematics learning with a value of 0.433 including the category of moderate correlation.
Everyone’s perspective is different. Likewise, the student’s perspective on mathematics. It is undeniable that most childran claim that mathematics is difficult. Behind the statement, of course, there is a reason for the child. This is related to student responses when studying in mathematics class. One alternative to knowing student responses can be found by conducting research. Therefore, qualitative research is needed to analyze student responses. The application of learning using creatibe module comics based on a realistic mathematics approach has been implemented for all students of class VII-B at SMP Santo Yoseph Medan in the 2020/2021 Academic Year. In this study students’ responses to the application of learning were analyzed specifically for integer operation material. The learning is carried out online based on the creative realistic mathematics video comic module in the Google Classroom. The instrument used was a student response questionare which was presented via google form. Based on the results of data collection that has been done, it is concluded that the student’s responses are positive to learning using the creative module comic based on realistice mathematics approach. It is based on obtaining a high score on the average percentage of interest and benefits that students derive from implementation.
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