Integration of Emotional Intelligence: Effectiveness of Cooperative-based Mathematics Learning in High School

Ilyas, Muhammad; Ma’rufi,; Fitriani, Fitriani; Syamsuddin, Agustan

doi:10.13189/ujer.2020.082639

Cited by 2 publications

(3 citation statements)

References 19 publications

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“…Hence, teachers must plan and implement a learning process that can accommodate the differences in characteristics of each student both in terms of the level of intelligence, experience and interest of students on a topic. It is important because this is a form of teacher support that can increase students' involvement in the classroom (Ilyas et al, 2020;Syamsuddin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

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The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.

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Section: Introductionmentioning

confidence: 99%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

Self Cite

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“…A questionnaire was developed to measure student learning motivation. This data collection was developed based on a previously described conceptual framework that describes the framework of (1) identifying learning and (2) predicting student behavior (Ilyas et al, 2020;Ma'rufi et al, 2020). Both can be modulated by various interventions and multiple STEM retention initiatives.…”

Section: Methodsmentioning

confidence: 99%

“…In the current study, two hypotheses were tested, hypothesis 1 is aimed at finding out whether there is an increase in students' critical thinking skills after being taught using a STEM approach (Ilyas et al, 2020). Meanwhile, hypothesis 2 is aimed at finding out whether there is an increase in student learning motivation after being taught using a STEM approach.…”

Section: Hypothesis Testingmentioning

confidence: 99%

Improving students’ ability in learning mathematics by using the science, technology, engineering, and mathematics (STEM) approach

Ilyas

Meiyani²,

Ma’rufi³

et al. 2022

Front. Educ.

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The science, technology, engineering, and mathematics (STEM) approach is a leading and important learning approach to analyze thinking ability and learning motivation. Accordingly, this study attempts to elaborate a STEM approach to analyze the critical thinking ability and motivation of high school students in Indonesia, especially in Palopo City, South Sulawesi, Indonesia. The current research applied pre-experimental treatment on research objects involving a group of experimental classes. Pre-experimental was used in testing the STEM approach in an experimental class with a one-group pretest–posttest design with 176 students divided into five classes. The results show: (1) improvement in students’ critical thinking ability indicated by an average pretest score of 13.90 and posttest score of 70.67; (2) an increase in student learning motivation shown by an average of 71.57–80.83. The analysis results show an increase in students’ critical thinking ability and learning motivation after applying the STEM approach. Conclusively, STEM functions as one of the practical learning methods for improving students’ critical thinking skills and learning motivation.

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Integration of Emotional Intelligence: Effectiveness of Cooperative-based Mathematics Learning in High School

Cited by 2 publications

References 19 publications

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Improving students’ ability in learning mathematics by using the science, technology, engineering, and mathematics (STEM) approach

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