Developing an Interactive Mathematics Multimedia Learning Based on Ispring Presenter in Increasing Students’ Interest in Learning Mathematics

Anwar, Muhammad Saidun; Choirudin, Choirudin; Ningsih, Eka Fitria; Dewi, Triana; Maseleno, Andino

doi:10.24042/ajpm.v10i1.4445

Cited by 58 publications

(51 citation statements)

References 21 publications

(20 reference statements)

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“…By organizing learning using problem solving-based algebra structure textbook, student learning achievement increases to 67.39> 60. If you see an average N-Gain of 0.32 included in the average criteria, then an increase in student learning achievement using problem-based structure textbook solving can be said to be quite effective, this is in line with several studies which state that the development of teaching materials can improve student learning achievement (Wewe & Juliawan, 2019) (Pratama, Sudiyanto, & Riyadi, 2019) (Kesumawati & Octaria, 2019) (Anwar, Choirudin, Ningsih, Dewi, & Maseleno, 2019).…”

Section: Table4 Results Of Analysis Learning Outcomes (Pft)supporting

confidence: 70%

Developing an Algebra Textbook Based on Problem Solving to Improve Student' Learning Achievement

Lusiana

Andari

2019

ajpm

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Students' mathematics learning achievement is influenced by many factors, one of which is the learning media used. The textbook is one alternative learning media. The textbook used previously was not focused on problem-solving, so that this development research aims to produce a textbook based on problem-solving in algebra that is valid, effective, and practical. This research uses Gall & Borg development research which is limited to seven steps namely research and information collecting, planning, developing a preliminary form of product, preliminary field testing, main product revisions, main field testing, and dissemination. This research was conducted at the Department of Mathematics Education, Universitas PGRI Madiun. Instruments and data collection used in this study were textbook validation sheets, learning outcomes tests, and student response questionnaire. The results of the research showed that the validation result of the textbook was included in the highly valid criteria (86,74 %), the test results met the criteria of classical completeness (82,75%), and the students' response to the textbook was very high (83,33%). Based on these results, it can be concluded that the algebra textbook based on problemsolving can be used in learning. The results of the application of an algebra textbook based on the problem-solving show an increase in student achievement with an N-Gain value of 0.32.

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Section: Table4 Results Of Analysis Learning Outcomes (Pft)supporting

confidence: 70%

Developing an Algebra Textbook Based on Problem Solving to Improve Student' Learning Achievement

Lusiana

Andari

2019

ajpm

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“…Similar to other studies of students' covariational reasoning abilities [28][33] [34], these four research subjects also faced a "struggle" when facing assignments related to covariation. Determining the concavity of the graph is the difficulty experienced by all subjects.…”

Section: Comparison Of Covariational Reasoning Processes Based On Difmentioning

confidence: 60%

Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style

Umah

2020

Numerical: J.Mat and Pend.Mat

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Students’ difficulty in calculus can be related to their ability in covariational reasoning in school or college. Reasoning process involves high-level cognition. Nevertheless, the relationship between cognitive style and covariational reasoning has not been investigated more specifically. Cognitive style in this study was characterized by field-dependent and field-independent category. This paper describes the covariational reasoning process of field-dependent and field-independent students while constructing the graph of dynamic events. Students’ cognitive style data obtained through the Group Embedded Figures Test (GEFT), while the covariational reasoning data obtained through the covariational problem test and verified by several interviews. The results showed that there was no significant consistent difference between field-dependent and field-independent students in their covariational reasoning level, but there were differences in students’ way of reacting to the context of the problems. Field-dependent subjects exhibited their mental action inconsistently when they faced a new problem that more complex than before. This finding indicated that we need to set the problem to make it an effective stimulus in developing student’s covariational reasoning ability.

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“…The power of different test items can be determined by looking at the level of discrimination or the number that indicates the size of difference. (Anwar et al, 2019) revealed that calculating distinguishing power was determined by the formula: The instrument criteria in this study have good interpretation, which has a value of distinguishing power ≥ 0.30. The calculation of distinguishing items that have been tested are presented in Table 6.…”

Section: Distinguishing Pointsmentioning

confidence: 90%

“…Learning mathematics are very important for students, because mathematics is a communication tool that very powerful, thorough, and not confusing. Mathematical communication skills need to be developed so students are able to communicate ideas and can formulate solutions the mathematical problems (Anwar, Choirudin, Ningsih, Dewi, & Maseleno, 2019).…”

Section: Introductionmentioning

confidence: 99%

Management Development of Student Worksheets to Improve Teacher Communication Skills : A Case Study Self-Efficacy and Student Achievement

Munifah

Tsani

Yasin

et al. 2019

Journal for the Education of Gifted Young Scientists

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This study is a development research that aims to find out how the results of the development of problem-based Student Worksheets to improve students' mathematical communication skills and self-efficacy. This research was started from a preliminary study, Student Worksheets preparation, Student Worksheets validation, initial field trials, and field trials. The subjects of this study were students of Junior High Islamic School MTs Negeri 2 Bandar Lampung in the 2015/2016 academic period with a total of 120 students with heterogeneous mathematical abilities. Research data were obtained through mathematical communication tests and self-efficacy scales. The effectiveness test was conducted to determine the effect of Student Worksheets on mathematical communication skills and attitude analysis was carried out to determine the tendency of students' self-efficacy. The results of the preliminary study indicate the need to develop a problem-based Student Worksheet. Preparation of Student Worksheets begins by preparing a Student Worksheet and all its components based on the Student Worksheets preparation guidelines. The validation results show that the Student Worksheet has met the standards for content, suitability and design. Field trial results show that Student Worksheet is included in the good category. Field test results show that the aspect of students' mathematical communication is quite good because more than 75% of students have met the minimum completeness criteria and Self-efficacy of students tends not yet to show changes.

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Developing an Interactive Mathematics Multimedia Learning Based on Ispring Presenter in Increasing Students’ Interest in Learning Mathematics

Cited by 58 publications

References 21 publications

Developing an Algebra Textbook Based on Problem Solving to Improve Student' Learning Achievement

Developing an Algebra Textbook Based on Problem Solving to Improve Student' Learning Achievement

Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style

Management Development of Student Worksheets to Improve Teacher Communication Skills : A Case Study Self-Efficacy and Student Achievement

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