Hubungan Gaya Belajar dengan Hasil Belajar Matematika Peserta Didik Kelas IV SD Negeri

Suri, Atika; Sabdaningtyas, Lilik; Muhisom, Muhisom

doi:10.23960/pdg.v9i2.23173

Cited by 7 publications

(6 citation statements)

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“…This study follows with previous research, namely research conducted by (Suri et al, 2022) which showed that there was a positive and real relationship between student learning styles and mathematics learning outcomes, as well as a positive and significant relationship between visual learning styles audio, kinesthetic with learning outcomes of mathematics that obtained the results of research variables X and Y showed a positive relationship with a correlation of 0.42 at the level of the medium criteria. Another study (Sari & Sartika, 2021) conducted showed a significant correlation between learning styles and science learning outcomes, so the results between variables X and Y showed a positive correlation of 0.40 at the low criterion level.…”

Section: Figure 1 the Process Of Working On Problems Figure 2 Researc...supporting

confidence: 87%

Correlation Study Of Visual, Auditorial and Kinesthetic Learning Styles (VAK) With Mathematics Learning Outcomes For Elementary School Students

Khoirunnisa

Iba²

2022

j. paedagog. penelit. pengemb. pendidik.

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This study aims to analyze the correlation between VAK learning styles and mathematics learning outcomes in elementary school students. Quantitative correlation was a research method used with an ex post facto design. Non Probability Sampling is a technique used in sampling. This research instrument used tests, documentation and questionnaires, interviews as complementary techniques. To test the requirements of the analysis using the obtained regression equation and the Linearity Test. Then the regression linearity test was calculated and obtained Fcount = 0.3943 and Ftable = 2.40 so that it can be concluded that the data from the two variables is linear. The correlation between the two variables was he the study's results of 0.7153 while 0.361 with a significant level of = 0.05. Based on these results, > that was 0.7153 > 0.361, this proves that Ho is rejected and H1, meaning that there is a significant correlation between visual, auditory and kinesthetic learning styles with mathematics learning outcomes in students. The interpretation of the coefficient is a high degree of correlation.

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Section: Figure 1 the Process Of Working On Problems Figure 2 Researc...supporting

confidence: 87%

Correlation Study Of Visual, Auditorial and Kinesthetic Learning Styles (VAK) With Mathematics Learning Outcomes For Elementary School Students

Khoirunnisa

Iba²

2022

j. paedagog. penelit. pengemb. pendidik.

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“…This study utilized ex post facto research methodology. Ex post facto research determines the link between two or more variables without modifying, adding, or manipulating existing data (Suri et al, 2022). Thus, this ex post facto research can provide much information for decision-making, particularly in education.…”

Section: Methodsmentioning

confidence: 99%

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Yulianti

Fathoni

2022

j. ilm. sekol. Dasar

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Several problems developed in the field, namely, the achievement of student learning objectives, still needed to be optimal due to the need for instructors' understanding of explaining and asking skills. This study aims to analyze the relationship between explaining skills and learning outcomes in mathematics, the relationship between asking skills and learning outcomes in mathematics, and the relationship between explaining skills and questioning skills with learning outcomes in class VI MI students. This study uses a quantitative methodology and uses ex-post facto. The population of this study was 24 students, and 23 students were taken as a sample using a saturated sampling technique. Data collection tools used are surveys and documentation studies. The data collection instrument was a questionnaire with a Likert scale which had previously been evaluated for normality and reliability. Pearson product-moment correlation, multiple correlation, and F-test were used for data analysis. The results of testing the hypothesis show a significant and positive relationship between explaining skills and mathematics learning outcomes. There is a positive and significant relationship between questioning skills and mathematics learning outcomes. There is a positive relationship between explaining and asking skills and mathematics learning outcomes. It was concluded that there was a positive and statistically significant relationship between the ability to explain and the skills to ask questions with the mathematics learning outcomes of MI class VI students.

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“…Salah satu elemen terpenting dalam Pendidikan di sekolah adalah evaluasi. Evaluasi adalah upaya yang dilakukan guru terhadap proses dan hasil belajar siswa (Suri, 2021). hasil evaluasi inilah nantinya sebagai suatu yang menjadi refleksi bagi guru apakah ilmu yang diberikan kepada peserta didik telah tepat sasaran dengan dibuktikan hasil pencapaian siswa yang baik atau perlu adanya perbaikan di beberapa komponen (Nuryani, et al, 2021, Ridlo, 2018.…”

Section: Pendahuluanunclassified

Pengoptimalan kemampuan evaluasi guru bahasa indonesia di era 5.0

Mulyati

Sastromiharjo

Damaianti

et al. 2023

JP2M

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Pembelajaran adalah hal yang kompleks, oleh karenanya diperlukan kemampuan yang optimal sebagai seorang pendidik. Namun, realitanya masih ada beberapa hal yang menjadi hambatan tersendiri bagi guru salah satunya adalah mengevaluasi suatu pembelajaran. Evaluasi disalah artikan sebagai hasil akhir dari suatu pembelajaran. hal tersebutlah yang menjadi landasan penelitian ini dilakukan. Tujuan dari penelitian ini yaitu dalam rangka pengoptimalan evaluasi pembelajaran bahasa Indonesia pada tingkat SMA melalui program pengabdian kepada masyarakat di kabupaten Garut pada era 5.0. Penelitian ini merupakan jenis penelitian Participatory Action Research (PAR) yang melibatkan guru Bahasa Indonesia yang terhimpun dalam MGMP Se kabupaten Garut. Terdapat tiga tahapan dalam pelaksanaan kegiatan pengabdian ini. Pertama, peneliti mengobservasi tentang apa saja yang menjadi hambatan yang dihadapi guru ketika melakukan evaluasi pembelajaran bahasa Indonesia di sekolah melalui angket. Kedua, pelaksanaan pengoptimalan evaluasi pembelajaran bahasa Indonesia pada tingkat SMA dengan menghadirkan penyaji yang akan menjelaskan tahapan serta apa saja yang harus dilakukan dalam melakukan evaluasi pembelajaran bahasa Indonesia. Terakhir yaitu analisis hasil dari pelaksanaan kegiatan pengabdian. Hasil dari pengabdian ini yaitu mampu memberikan dampak positif terhadap pengoptimalan evaluasi pembelajaran bahasa Indonesia oleh guru di Kabupaten Garut. Guru sudah mengenal tahapan dari setiap evaluasi mulai dari evaluasi awal, evaluasi proses hingga evaluasi akhir. Guru juga lebih mengerti selain mengedepankan aspek kognitif, aspek afektif tidak dapat juga diacuhkan. Penyeimbangan antara kognitif dan afektif adalah cara terbaik agar evaluasi bisa berjalan secara optimal.

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Hubungan Gaya Belajar dengan Hasil Belajar Matematika Peserta Didik Kelas IV SD Negeri

Cited by 7 publications

References 0 publications

Correlation Study Of Visual, Auditorial and Kinesthetic Learning Styles (VAK) With Mathematics Learning Outcomes For Elementary School Students

Correlation Study Of Visual, Auditorial and Kinesthetic Learning Styles (VAK) With Mathematics Learning Outcomes For Elementary School Students

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Pengoptimalan kemampuan evaluasi guru bahasa indonesia di era 5.0

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