Penelitian ini bertujuan untuk mendeskripsikan efektivitas pemanfaatan video pembelajaran berbasis Geogebra dalam meningkatkan kemampuan pemahaman konsep matematis siswa Sekolah Menengah Kejuruan. Desain penelitian kuasi eksperimen ini adalah nonequivalent control group design. Teknik pengumpulan data yang digunakan adalah wawancara dan tes kemampuan pemahaman konsep matematis. Analisis data dalam penelitian ini menggunakan uji U Mann-Whitney. Hasil analisis data menunjukkan bahwa peningkatan kemampuan pemahaman konsep matematis siswa yang menggunakan video pembelajaran berbasis Geogebra lebih baik dibandingkan siswa yang belajar dengan pembelajaran konvensional. Video pembelajaran berbasis Geogebra efektif dan berpengaruh positif terhadap peningkatan kemampuan pemahaman konsep matematis siswa. Video pembelajaran berbasis Geogebra ini dapat dijadikan sebagai salah satu media pembelajaran untuk meningkatkan kemampuan pemahaman konsep matematis siswa.The use of learning video-based Geogebra to improve students’ ability in understanding mathematical conceptsAbstractThis study aimed to describe the effectiveness of the use of learning video-based Geogebra to improve Vocational High School students’ ability in understanding mathematical concepts. This quasi-experimental research was a non-equivalent control group design. Data collection was done through interviews and tests of students’ ability in understanding mathematical concepts. The data analysis uses the U Mann-Whitney test. The results of this research show that the improvement of students’ ability to understanding a mathematical concept by using learning video-based Geogebra was better than students who learn by using conventional learning. Learning video-based Geogebra was effective and have a positive effect on improving students’ mathematical concepts. Learning video-based Geogebra could be used as one of the learning media to improve students’ mathematical concepts.
This research aimed to develop a definition maps-based plane geometry module to improve the student teachers' mathematical reasoning skills based on the level of Van Hiele. This development research was to produce a product in the form of a module at the college level. This research referred to the ADDIE model involving five stages, i.e. analyze, design, develop, implement, and evaluate. The instruments for data collection were observation sheet, Focus Group Discussion (FGD), assessment sheets, questionnaires, and test. The collected data then were analyzed usingAiken's validity, descriptive and inferential statistical analysis. The questionnaire instrument developed for student teachers was in a good category. The instrument used to test the effectiveness of the module was in a good category. A definition maps-based plane geometry module was in the criteria of feasible, practical and effective. The module was significantly developed in improving mathematical reasoning skills to rigor level.
Abstract. This study aimed to develop learning media based on Visual, Auditory, and Kinesthetic (VAK) approach that was valid and practical and able to facilitate students' mathematical understanding ability. This research is conducted at State Junior High School 20 Pekanbaru. The subjects of this research are media experts and subject matter experts as validators and students of Grade 8th at State Junior High School 20 Pekanbaru. The objects of this research are learning media based on Visual, Auditory, and Kinesthetic (VAK) approach and students' mathematical conceptual understanding ability. Based on the validity test, the learning media based on Visual, Auditory, and Kinesthetic (VAK) approach was categorized as very valid with 86.20% validity rate. Based on practicality test, learning media based on Visual, Auditory, and Kinesthetic (VAK) approach was very practical for small group with 90.51% practicality level, and very practical for large group with 90.17% practicality level. Based on the students' mathematical understanding ability test, the learning media based on Visual, Auditory, and Kinesthetic (VAK) was very effective with 89.74% effectivity rate. From these results, the developed learning media was very valid, very practical, and very effective to facilitate students' mathematical understanding ability.
Self-confidence is an important aspect of personality in a person. Self confidence is an attitude or feeling of confidence in one's own abilities so that the person concerned is not too anxious in his actions, can feel free to do things he likes, and is responsible for his actions, warm and polite in interacting with others, have an urge to excel and recognize their strengths and weaknesses. Mathematics learning is one of learning that can generate students' self confidence attitudes, so that it can improve achievement and learning outcomes in school.
Penelitian ini dilatarbelakangi oleh fakta empiris yang menyatakan bahwa rendahnya kemampuan pemahaman konsep matematis siswa di Sekolah Menengah Pertama. Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan kemampuan pemahaman konsep matematis antara siswa yang mengikuti model pembelajaran Scaffolding dengan siswa yang belajar mengikuti pembelajaran langsung, jika ditinjau berdasarkan Self Efficacy siswa, dan ada tidaknya pengaruh interaksi penerapan model pembelajaran dengan Self Efficacy siswa terhadap kemampuan pemahaman konsep matematis. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 40 Pekanbaru. Pengambilan sampel menggunakan Purposive Sampling berdasarkan pertimbangan guru bahwa kemampuan pemahaman konsep dan Self Efficacy siswa tidak berbeda pada kedua kelas.Pengumpulan data dilakukan menggunakan tes dan angket. Instumen tes yang digunakan yaitu tes kemampuan pemahaman konsep matematis berbentuk uraian, sedangkan instrument angket yaituangket Self Efficacy. Teknik analisis data yaitu uji t dan uji anova dua arah. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan kemampuan pemahaman konsep matematis siswa yang belajar dengan model pembelajaran Scaffolding dengan siswa yang belajar menggunakan pembelajaran langsung, 2) Jika ditinjau dari Self Efficacy siswa, tidak terdapat perbedaan kemampuan pemahaman konsep matematis siswa yang belajar dengan model pembelajaran Scaffolding dengan siswa yang belajar menggunakan pembelajaran langsung. 3) Tidak terdapat interaksi antara penerapan model pembelajaran dengan Self Efficacy terhadap kemampuan konsep matematis.
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