The SPLDV material which many student considered difficult si that many made mistake in solving the material problem led the researcher to carry out further analysis. Based on this, the purpose of this paper is to describe the student’ mistake in solving SPLDV questions. This study is a descriptive research with qualitative approach. Subjects in this study were students of VIII class in SMP Negeri 1 Salam, Magelang District, with 32 students. data collection was performed by using test and non test instruments. The results of this study show that most students still make a mistake in solving the SPLDV problem. The analysis is done by using the Newman stages. From the results of the study found that at the reading stage students experience errors in reading commands written in the question. In the comprehension stage students can create equations using variables, but does not explain the purpose of the variables used in addition to the students are also wrong in interpreting the intent of the given problem. At the transformation stage students difficulty in the transform contextual problem to the mathematical sentence. At the process skill stage students make error in algebra operations that result in miscalculation so that student answers are wrong. At the encoding stage the student has an error in converting the result into a constextual sentence or making a conclusion.
Students' beliefs and perceptions about the subject being studied are important and are thought to have an effect on student achievement. The purpose of this study was to increase students' self-efficacy by using the scientific method in fourth grade students of SD Tangerang City. The type of research conducted is Classroom Action Research (CAR). The object of research is the fourth grade students of SD Tangerang City. The research instrument used a self-efficacy questionnaire on math tests, observations, teachers, student learning outcomes and field notes during class actions. Data analysis uses each cycle, namely: a) planning stage, b) action stage, c) observation stage, d) reflection stage. Based on the results of the study, it was stated that 1) students' self-efficacy increased from 73 in the first cycle to 87 in the second cycle. 2) The increase in learning achievement in the first cycle increased by 20.23, from an average of 68.88 in the first cycle to 89.11 in the second cycle.3) The results of observations on the implementation of learning at meetings 1 and 2 in the first cycle were 60% and 96% and 100%, respectively, with an average of 85.30%. In cycle II, the percentage has reached above 90%, with the percentage results at meetings 3 and 4 being 97% and 100% respectively, with an average of 98.5%, so it can be concluded that the scientific method can increase self-efficacy. and student achievement.
This study aims to improve students' attitudes towards mathematics by applying the Student Team Achievement Division (STAD) type of cooperative learning to fourth grade students. This research is a Classroom Action Research (CAR) conducted in a participatory collaborative manner between mathematics teachers and researchers at SDN 1 Rejo Basuki. The research subjects were fourth grade students. Based on the results of the questionnaire in cycles I and II, there was an increase in students' attitudes towards mathematics. In the first cycle the average attitude of students has not reached the predetermined target. Improvements were made in cycle II by the teacher observing the learning steps. Learning with STAD can improve attitudes towards mathematics. This is marked by an increase in students' attitudes towards mathematics from a scale of 0-150 in the initial conditions of 88.03 with low criteria, increasing to 107.23 with high criteria in the first cycle, and continuing to increase to 109.87 with high criteria in the second cycle, student mastery in cognitive aspects increased. The score in the pretest was 0%, in the first cycle it became 33.33% and the second cycle became 56.67%. The implementation of learning with the STAD type of cooperative learning method went well, it can be seen from the results of learning observations where the achievement of the learning process in the initial conditions was only 40%, there was an increase in the first cycle of 84.17%, and an increase again in the second cycle of 96.11% .
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