Mathematics is a lesson that many students do not like, so to change it all required interactive teaching materials that can foster student self-reliance. The purpose of this research is to know whether there is influence of response of the use of mathematics material supplement comic to student self-reliance. The subjects used in this study are the students of class VIII at MTs Islmic Center. The method used in this research is descriptive statistical method with research design The One-Shot Case Study Design. Response of class B comic usage is in good category with get percentage equal to 69,90% and response of class C using comic in good category with get percentage equal to 72,32%. The independence of class A is in the high category to obtain a percentage of 52.22%, the independence of studyi class B is in the high category that obtained a percentage of 65.37%, and the independence of class C study is in the high category obtaining the procession 66.07 %. The result of hypothesis obtained Fcount = 17,198 and Ftable = 3,14 based on Ha hypothesis criteria.
This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.
This study aims to analyze the characteristics of critical, creative and communication thinking after participating in learning academic-constructive controversy. Sequential explanatory design with sequential phase design analysis was used for the test results of two classes of junior high school students. The results showed that the experimental group was better than the control group for creative, critical, and communication mathematic. Completeness of the characteristics of the three abilities is in line with the ability of students, but they experience obstacles to communicating. Unfortunately, this study is only limited to quadrilateral topics. Academic-Constructive controversy learning can be used to develop three skills or even develop character qualities going forward.
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