Penerapan Model Pembelajaran Matematika Menggunakan Model Savi Dan Vak Pada Materi Himpunan Terhadap Prestasi Belajar Siswa

Rahmawati, Nurina Kurniasari

doi:10.31941/delta.v5i2.549

Cited by 9 publications

(7 citation statements)

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“…Based on the research conducted by (Rahmawati, 2017), the VAK learning model provides better learning outcomes than the lecturing method. This is because in the VAK learning model, the students not only listen but also work and see pictures or videos that have been prepared so that the concepts received are consonant with what is expected by the teacher.…”

Section: Resultsmentioning

confidence: 99%

Identification of the Conceptual Understanding of the Uniformly Accelerated Rectilinear Motion (GLBB) Material Using PhET Application and the VAK Learning Model among Junior High School Students

Anggraeni

Amala

Wicaksono

et al. 2018

JSER

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Junior high school students find it difficult to understand the materials and the concepts in science learning because the teaching method that is too monotonous. It is the lecturing method where students are less involved in learning activities, and this has led to the decline in students’ learning outcomes in science learning. The use of media and learning models play an important role. The popular media in learning are modern media, in this case PhET application. This application can give the impression of a direct experiment among students without ignoring technological developments where IT is needed by students. This study aims to identify students' conceptions on concepts. The type of this research was a library research. This study used the VAK learning model (Visual, Auditory, and Kinesthetic). In the VAK learning model, the teacher can combine three teaching-learning styles. 1) The teacher will prioritize the demonstration or the media by showing the teaching tools directly to the students and describing them on the board. 2) In learning by listening, the teacher must be able to explain clearly and in detail so that the students can understand the material presented. 3) In learning practice, after the students listen and learn through physical activity and direct involvement, they must conduct a direct experiment to gain deeper understanding of the materials. In this library research, the researchers searched for some references related to the research.

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Section: Resultsmentioning

confidence: 99%

Identification of the Conceptual Understanding of the Uniformly Accelerated Rectilinear Motion (GLBB) Material Using PhET Application and the VAK Learning Model among Junior High School Students

Anggraeni

Amala

Wicaksono

et al. 2018

JSER

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“…Some research results show an effect of initial ability on learning outcomes (Hevriansyah & Megawanti, 2017). Then about the variance of learning outcomes, it turns out that the variance of learning outcomes is influenced by the provision of treatment in the mathematics learning process (Rahmawati, 2018). This shows that the initial ability can affect learning outcomes with different variances depending on the treatment.…”

Section: Math Learning Outcomes With Aflmentioning

confidence: 99%

“…As with conventional assessments, the variance of learning outcomes is evenly distributed. This is because giving classical treatment does not affect the diversity of learning outcomes (Rahmawati, 2018).…”

Section: Comparison Of Afl Learning Outcomes With Conventionalmentioning

confidence: 99%

How is the impact of Assessment for Learning (AfL) on mathematics learning in elementary schools?

Yusron

Sudiyatno

2021

J. Prim. Edukasia

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This study aims to describe the effectiveness of the Assessment for Learning (AfL) in improving the quality of learning and mathematics learning outcomes in elementary schools. This study used a quasi-experimental method with a non-equivalent control group design. The instrument used was a test instrument with good validity, reliability, difficulty level, and different power. The non-test instrument was valid and good. Data analysis was performed using descriptive statistics, mean difference test, and variance difference test on AfL learning outcomes. The results showed that the effectiveness of learning in implementing AfL could be influenced by assessment preparation, student involvement, and follow-up assessment. The quantitative analysis results show that AfL can improve student learning outcomes; there is no mean-variance in AfL learning outcomes; There are differences in learning outcomes, and there are no variants in learning with AfL and conventional assessments. Suggestions, it is necessary to plan the assessment process, diagnose student needs and abilities. Moreover, there is a need for follow-up and feedback to see achievements

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“…Matematika merupakan bagian dari ilmu pengetahuan yang memiliki peranan sangat penting dalam menyelesaikan masalah yang berkaitan dengan kehidupan manusia (Rahmawati, 2018). Kenyataannya, kemampuan pemahaman konsep matematika peserta didik masih sangat rendah.…”

Section: Pendahuluanunclassified

Pengaruh Pembelajaran SAVI Terhadap Peningkatan Kemampuan Pemahaman Konsep Matematika Peserta Didik di SMPN 1 Tambun Selatan

Wijaksana

Pratiwi

Indiyah³

2018

JRPMS

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran SAVI terhadap peningkatan kemampuan pemahaman konsep matematika. Penelitian dilaksanakan pada peserta didik kelas VII semester genap tahun ajaran 2017/2018 pokok bahasan Aritmetika Sosial di SMPN 1 Tambun Selatan, Bekasi. Metode penelitian yang digunakan quasi experiment. Pengambilan sampel tahap pertama menggunakan teknik purposive random sampling dan tahap kedua menggunakan teknik cluster random sampling. Instrumen penelitian yang digunakan berupa tes awal (pretest) dan tes akhir (posttest) kemampuan pemahaman konsep matematika yang terdiri dari 5 soal uraian. Pengujian validitas menggunakan validitas isi, konstruk, dan empiris. Pengujian validitas isi dan konstruk dilakukan oleh ahli dan perhitungan validitas empiris menggunakan rumus Pearson Product Moment. Perhitungan reliabilitas instrumen menggunakan rumus korelasi Alpha Cronbach dan diperoleh koefisien reliabilitas sebesar 0.624 untuk pretest dan 0.633 untuk posttest. Berdasarkan hasil perhitungan data penelitian, kelas eksperimen dan kontrol berasal dari populasi yang berdistribusi normal dan memiliki varians homogen. Terdapat tiga hipotesis yang diujikan. Pengujian hipotesis pertama dan kedua menggunakan uji-t berpasangan dengan taraf signifikansi 0.05 dan pengujian hipotesis ketiga menggunakan uji-t tidak berpasangan dengan taraf signifikansi 0.05. Berdasarkan hasil perhitungan hipotesis ketiga, diperoleh dan sehingga hipotesis tolak H0. Dengan demikian, dapat disimpulkan bahwa model SAVI berpengaruh terhadap peningkatan kemampuan pemahaman konsep matematika peserta didik SMPN 1 Tambun Selatan.

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Penerapan Model Pembelajaran Matematika Menggunakan Model Savi Dan Vak Pada Materi Himpunan Terhadap Prestasi Belajar Siswa

Cited by 9 publications

References 0 publications

Identification of the Conceptual Understanding of the Uniformly Accelerated Rectilinear Motion (GLBB) Material Using PhET Application and the VAK Learning Model among Junior High School Students

Identification of the Conceptual Understanding of the Uniformly Accelerated Rectilinear Motion (GLBB) Material Using PhET Application and the VAK Learning Model among Junior High School Students

How is the impact of Assessment for Learning (AfL) on mathematics learning in elementary schools?

Pengaruh Pembelajaran SAVI Terhadap Peningkatan Kemampuan Pemahaman Konsep Matematika Peserta Didik di SMPN 1 Tambun Selatan

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