Abstrak: Penelitian ini bertujuan: (1) perbedaan hasil belajar Matematika siswa yang diajarkan dengan Strategi Pembelajaran diskoveri dengan bimbingan dan siswa yang diajarkan dengan Strategi Pembelajaran langsung; (2) mengetahui perbedaan hasil belajar siswa yang memiliki minat belajar tinggi dan minat belajar rendah; dan (3) interaksi antara penggunaan strategi pembelajaran dan minat belajar dalam mempengaruhi hasil belajar matematika siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar matematika siswa yang belajarkan dengan menggunakan strategi pembelajaran diskoveri dengan bimbingan lebih tinggi dibandingkan dengan hasil belajar matematika siswa yang dibelajarkan dengan menggunakan strategi pembelajaran langsung, (2) hasil belajar matematika siswa yang memiliki minat belajar tinggi lebih tinggi dibandingkan dengan siswa yang memiliki minat belajar rendah dan (3) terdapat interaksi antara penggunaan strategi pembelajaran dengan minat belajar dalam mempengaruhi hasil belajar matematika. Kata Kunci: strategi pembelajaran diskoveri dengan bimbingan dan pembelajaran langsung, minat belajar, hasil belajar matematika Abstract: This research was aimed to: (1) the difference of results in learning mathematics between the students taught by using guided discovery and direct instructional strategy; (2) the difference of the student’s study result who have high interest in learning and those who have interest in learning low; and (3) interaction between the application of learning strategy and interest in learning in affecting the result of learning mathematics. The research method used quasi experiment with factorial design 2x2. The data analysis technique was analysis of variance (ANOVA) two way at significant a = 0.05. research findings of showed that: (1) the students results in mathematics that by using guided discovery higher with direct instructional strategy, (2) the students result in mathematics learning of the students who have high interest in learning is higher compared with that those who have low interest in learning, and (3) be found interaction between learning strategy with interest in learning the students result of mathematics. Keywords: guided discovery and direct instructional strategy, interest in learning, the result of learning mathematics
Mycological studies on fungi in apparently diseased sweet oranges (Citrus sinensis) sampled from retailers at Na'ibawa Yan Lemu market in Kano Metropolis was carried out between August and September 2006. The samples were surface sterilized using 85% ethanol and homogenates were cultured on potato Dextrose Agar and incubated aerobically at room temperature for 7 days at 30°C. Pure cultures of the resulting fungal colonies were obtained from the subcultures of the primary plates. These were identified morphologically and microscopically. The investigation revealed that up to 90% of the samples were infected with one or more fungal species. The most predominant pathogenic fungus isolated from the samples was, Aspergillus sp (32.5%); others include Mucor sp. (25%), Penicillium sp (15%), Rhizopus sp (15%), Fusarium sp, (7.5%), and Alternaria sp. (5%). Proper handling from the farm as well as during storage and the avoidance of mixing of diseased ones with the healthy ones were identified as important factors in preventing loss. The use of suitable chemical treatment of the orange is also recommended as means of reducing economic loss due to fungal pathogens.
This study aims to describe: 1) The validity and reliability of the PISA model mathematical problems on the change and relationship content developed; 2) The practicality of PISA mathematical problem models on the developed change and relationship content; 3) Students' mathematical problem-solving abilities on mathematical problems in the PISA model of content change and relations developed. This research is a Tessmer type development model. This study consists of 2 stages, namely the preliminary stage, and the formative evaluation (prototyping) stage which includes expert reviews, one-to-one, and small groups and the field test (high resistance in revision) stage. The subjects of this study were 32 students of Grade VIII-2 of SMP Negeri 6 Padangsidimpuan. Data collection techniques used were walkthrough, documents, tests, and questionnaires. Based on the results of the study, it was found that the mathematical problems of the PISA model on the content of change and relationship that has been developed produce valid questions that are reliable with high interpretation, as well as practical. PISA mathematical problem tests on the content of change and relationship with the students' mathematical problem-solving ability reached a score of 62.50% with enough categories.
Emphasizing critical thinking skills in the curriculum of higher education institutions is needed to produce graduates with higher order thinking skills. Given the importance of information technology for critical thinking in learning, it is necessary to understand the key factors related to learning designs that utilize information technology in their learning environment and consider the pedagogical and information technology alignment. This study aims to describe the process of analysing, designing, and developing interactive learning videos as part of the redesign of the multivariable calculus course to support students’ critical thinking skills. This paper will describe the lessons learned from and the next steps in this research and development process.
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