Permasalahan utama pada penelitian ini adalah rendahnya hasil belajar siswa kelas VIII G SMP Negeri 1 Wagir. Salah satu faktor yang menyebabkan rendahnya hasil belajar tersebut adalah siswa kurang aktif dalam pembelajaran matematika di kelas. Dengan demikian, penelitian bertujuan untuk meningkatkan keaktifan dan hasil belajar siswa kelas VIII SMP Negeri 1 Wagir dengan menerapkan metode tutor sebaya. Penelitian ini terdiri dari empat tahap yaitu perencanaan (plan), pelaksanaan (action), pengumpulan data (observe), dan refleksi (reflection). Prosedur pengumpulan data yang digunakan dalam penelitian ini adalah lembar observasi, lembar keaktifan, tes dan wawancara. Hasil penelitian ini menunjukkan penerapan metode tutor sebaya dapat meningkatkan keaktifan dan hasil belajar siswa kelas VIII G SMP Negeri 1 Wagir. Peningkatan keaktifan dan hasil belajar siswa dilihat dari persentase yang diperoleh pada siklus I dan Siklus II dengan rincian sebagai berikut: (1) persentase keaktifan belajar siswa pada siklus I sebesar 71,67% sedangkan pada siklus II mengalami peningkatan menjadi 83,33% , dan (2) hasil belajar siswa pada siklus I sebesar 60,71% sedangkan pada siklus II mengalami peningkatan menjadi 78,57%. Saran bagi peneliti lain dapat menggunakan metode tutor sebaya untuk diterapkan dalam pembelajaran matematika dengan menggunakan materi yang berbeda.
Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in secondary schools. It focuses on the following categories of cognitive obstacles: epistemological (language representation, tendency to generalise and rely on intuition) and didactic (less meaningful learning, and strategy). This paper takes a qualitative descriptive approach to examine 20 preservice mathematics teachers. The preservice teachers who encountered cognitive obstacles related to fraction sense testing were then grouped based on the similarity of their answers, and seven of them were selected to be interviewed. The research findings showed that five preservice teachers had overlapping obstacles: language representation and tendency to generalise; tendency to generalise and less meaningful learning; language representation, tendency to rely on intuition and trial and error strategy in; language representation and trial and error; and language representation and tendency to rely on intuition.
Penelitian ini bertujuan mendeskripsikan langkah-langkah pembelajaran dengan menggunakan metode resitasi untuk meningkatkan pemahaman konsep mahasiswa pada Mata Kuliah Dasar-dasar Pemrogaman Komputer. Subyek penelitian adalah mahasiswa kelas 2015B Universitas Kanjuruhan Malang sebanyak 35 orang. Metode pada penelitian ini adalah tes, pengamatan, wawancara dan dokumentasi. Jenis penelitian adalah Penelitian Tindakan Kelas. Hasil penelitian menunjukkan bahwa terjadi peningkatan pemahaman konsep mahasiswa pada tindakan I sebesar 71,43% menjadi 85,71% pada tindakan II. Hasil observasi pembelajaran menunjukkan terjadi peningkatan dari 79,75% pada tindakan I meningkat menjadi 82,75% pada tindakan II. Berdasarkan hasil penelitian dapat disimpulkan metode resitasi dapat meningkatkan pemahaman konsep mahasiswa pada matakuliah dasar pemrogaman komputer. Kata Kunci : konsep, metode, pemrogaman, dan resitasi
During the COVID-19 pandemic, Indonesia has applied digital learning methods for all school levels. It is undeniable that digital learning also brings out boredom for students. This saturation decreases student motivation to learn, coupled with anxiety about the uncertain pandemic situation. Decreased motivation and increased anxiety are related to the mathematical identity possessed by students. As a result of this decline, the mathematical identity of the students is also not good. This research was conducted to improve student mathematical identity by using games as learning media. Data were collected from two fifth-grade elementary school students who have a low-category mathematical identity. This research is qualitative research using a case study approach. The results showed that the games used as learning media succeeded in improving students’ mathematical identities. Other findings indicate that the circumstances around students, such as a pandemic, reduce students’ mathematical identity. Therefore, it is hoped that teachers’ creativity in developing students’ mathematical identities is expected because the development of students’ mathematical identities strongly depends on the treatment of the environment around them, such as teachers, friends, and even the learning media they use.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.