The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities
This research is motivated by the low understanding of students' mathematical concepts in the mathematics learning process. The purpose of this study was to find out how the influence of the Peer Teaching Flipped Classroom learning model on mathematical concept understanding, and the influence of Peer Teaching Flipped Classroom in terms of academic ability level on the student’s mathematical concept understanding ability in class XII IPA3 SMAN 1 X Koto Tanah Datar Regency. This type of research is a quantitative nonequivalent pretest-posttest experiment. Where the research subjects were students of class XII IPA SMAN 1 X Koto Kab. Tanah Datar for the 2022/2023 academic year, totaling 44 students. The instrument used to collect data is in the form of test questions. The results of this study indicate that students have an increase in answering questions. Based on data analysis obtained F(1.42) and p=0.001 <0.05 then H0 is rejected, which means that there is an influence of Peer Teaching Flipped Classroom on understanding mathematical concepts of class XII IPA3 students of SMAN 1 X Koto Kab. Tanah Datar. However, the level of students' academic ability did not have a significant effect on understanding mathematical concepts with the application of Peer Teaching Flipped Classroom. It is seen from the analysis of the data obtained p = 0.051> 0.05, then H0 is accepted.
This study aims to determine the students’ difficulties in online learning. Online learning is one solution offered by several parties such as the government, universities, and teachers. However, this has not been fully able to help students understand the statistics well. This study investigates students’ difficulties in terms of topics, learning processes, and assignments. The students have taken statistics courses for one semester. The data collection techniques with open questionnaires via google Forms and online interviews. The number of participants for open questionnaires was 25 students and 6 students were taken to be interviewed. Based on the questionnaires and interviews conducted with students, the results of the study are that students still have difficulty in understanding the material itself because of complicated calculations, complicated formulas, and Unrealistic. While the difficulties of students in online learning are limited time, network problems, explanations and examples of questions are not written in detail in online learning, the strategies used in online learning make some students negligent in learning, and the number of online meetings is still lacking, online learning can be helpful but not maximized. Moreover, students’ difficulties with assignments such as the formula are very much, the book has several errors, students do not understand the stages in solving problems, difficulty in determining the symbols used in the story problem, difficulty in calculating it, difficulty in imagining the application of the formula into real life. The recommendation from this study is the statistics teacher can choose the appropriate learning model for statistics courses. Keywords: Students’ Difficulties, Statistics Learning, Online Learning
Online learning has become a solution in the field of education lately. Statistics is one of the subjects students must take at the university level. Learning statistics takes work for students. Based on the author's investigation, there are three obstacles to students in online learning: the constraints of students in understanding the material, the online learning process, and the assignment process. The sample in this study is a student with an Indonesian worker background in Taiwan, where they study online at night. Since an appropriate online learning method is needed to achieve student success, this study analyzes three online learning methods: conventional online learning, conventional flipping classes in online learning, and innovative flipped classrooms in online learning. This study investigates the three learning methods' results in differences in gender, job, and age. The results obtained indicate that there are significant differences in student learning outcomes in the three sample groups. Further analysis showed that the innovation of flipped classrooms in online learning significantly differs from the other two learning methods. Based on the type of job, there are differences in student learning outcomes taught in the conventional flipped classroom in online learning. It was also seen in the analysis of combining all student learning outcomes taught with online learning that there were differences in student learning outcomes regarding the job. A household assistant is better than a factory worker because students who work as household assistants have more flexible time to watch videos and repeat them than those who work as factory workers.
Salah satu materi dalam matematika yang penting untuk dipelajari oleh siswa adalah aljabar. Konsep aljabar didahului oleh aritmatika, Perkalian merupakan operasi dasar aritmatika utama yang harus dipelajari siswa setelah mempelajari operasi penambahan dan pengurangan. Perkalian merupakan alat hitung utama yang digunakan dalam pembelajaran matematika. Tetapi masih bayak ditemui siswa kesulitan dalam melakukan operasi perkalian sehingga mereka banyak mengalami kesulitan dalam mempelajari topik matematika yang lebih kompleks. Penelitian ini bertujuan untuk mengetahui metode perkalian untuk dua bilangan yang paling digemari oleh siswa kelas VII di SMPN 1 Koto Baru Kabupaten Dharmasraya. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan cara memberikan tes dan wawancara kepada siswa. Berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa siswa kelas VIIB dalam mengerjakan soal perkalian dominan menggunakan metode perkalian bersusun dengan persentase 46% dan lattice multiplication method dengan persentase 36,7%. Selain itu siswa juga menggunakan metode perkalian lain walaupun tidak sebanyak metode perkalian bersusun dan lattice multiplication method, beberapa metode perkalian tersebut diantaranya japanese multiplication method dengan persentase 9.7%, eygiptian multiplication method dengan persentase 2.7%, Russian multiplication method dengan persentase 3.3%, dan vedic multiplication method dengan persentase 1%. Temuan ini dapat menjadi solusi agar siswa dapat memilih metode perkalian mana yang menurut siswa mudah dan disukai dalam pembelajaran matematika.
Calculus Practicum is an essential component of calculus courses. Calculus practicum is beneficial for enhancing calculus academic achievement by utilizing technology to accomplish calculus learning goals. Calculus is a concept that students must acquire through theory and practice. Students, on the other hand, are divided into two primary personality types: extroverts and introverts. The study process was influenced by students' personality types. The purpose of this research aimed to investigate the effect of students' personalities on their conceptual understanding abilities. Personality surveys and conceptual understanding assessments used as research instruments. According to research findings, students' conceptual understanding in calculus practicum courses is heavily influenced by personality category when employing the peer teaching flipped classroom model. Experiments such as peer teaching flipped classrooms demonstrate that extrovert students have superior conceptual understanding skills than introvert students. Creating videos and establishing class discussions has a big impact on extroverted students. They can deepen their skills while also sharing their information and understanding with their peers.
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis dan kepercayaan diri siswa. Subjek penelitian ini adalah siswa kelas VIII.1 SMP Muhammadiyah 6 Padang. Tujuan penelitian ini untuk menganalisis kemampuan pemahaman konsep matematis ditinjau dari kepercayaan diri siswa. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan menggunakan pendekatan kualitatif. Teknik pengambilan sampel menggunakan purposive sampling sebanyak 20 orang siswa. Teknik pengumpulan data dilakukan dengan metode tes, angket dan wawancara. Adapun analisis data pemahaman konsep matematis ditinjau dari kepercayaan diri siswa dianalisis berdasarkan indikator pemahaman konsep. Hasil penelitian yang diperoleh yaitu siswa yang memiliki kepercayaan diri sangat baik dengan pemahaman konsep tinggi, sedang dan rendah secara umum berada pada kategori sedang yaitu sebanyak 2 orang siswa. Siswa yang memiliki kepercayaan diri baik dengan pemahaman konsep tinggi, sedang dan rendah secara umum berada pada kategori sedang yaitu sebanyak 7 orang siswa. Siswa yang memiliki kepercayaan diri cukup dengan pemahaman konsep tinggi, sedang dan rendah secara umum berada pada kategori yang sama yaitu sebanyak 1 orang siswa.
This research is motivated by the low results of students' mathematics learning. The purpose of this study was to determine the effect of applying the window shopping learning model to the learning outcomes of class VIII students at SMP Negeri 29 Sijunjung. This type of research is experimental research with a quantitative approach. The research design used was the Post-Test Only Control Group Design. The research population was all students of class VIII at SMP Negeri 29 Sijunjung. The technique used in sampling is simple random sampling. The research sample was class VIII 1 as the experimental class and class VIII 3 as the control class. The research instrument used in this study was in the form of a post-test in the form of a description. Furthermore, testing the hypothesis using the one-sided t test to be precise the right side. The results showed that the class using the window shopping learning model had an average of 64.79 and the class using the conventional learning model had an average of 51.04. The results of the hypothesis test obtained tcount = 2.10 and ttable = 2.00, then tcount ttable so that the hypothesis is accepted. Thus it can be concluded that there is an effect of applying the window shopping learning model to the learning outcomes of class VIII students at SMP Negeri 29 Sijunjung.
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