Peningkatan Kemampuan Berpikir Statistis Mahasiswa S1 Melalui Pembelajaran MEAs yang Dimodifikasi

Martadiputra, Bambang Avip Priatna

doi:10.22460/infinity.v1i1.8

Cited by 7 publications

(5 citation statements)

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“…Ulpah, M.(2013) [4] concludes that statistical reasoning ability of Madrasah Aliyah students who use contextual learning model is higher than students who use conventional learning model. The lack of statistical reasoning skillis is not only happen in students, but also happen to teachers; this is in line with the research of Martadiputra (2010 [5] which suggests that high school teachers' average ability of statistical reasoning is in the medium category. Regnier Kutnezova (2013), [6] states that an underlying problem is that middle-grade students generally do not see 'five feet' as a value of the variable 'height', but as a personal characteristic of, say, Katie.…”

Section: Background Of the Studysupporting

confidence: 83%

Analysis of statistical misconception in terms of statistical reasoning

Maryati

Priatna

2018

J. Phys.: Conf. Ser.

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Abstract. Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students' misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students' misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students' mean value is lower than the standard competence. The result of students' misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students' misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

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Section: Background Of the Studysupporting

confidence: 83%

Analysis of statistical misconception in terms of statistical reasoning

Maryati

Priatna

2018

J. Phys.: Conf. Ser.

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“…Whereas in NCTM (2000) states that starting from Pre Kindergarten to twelfth graders, statistics learning materials have been provided. In addition, NCTM includes content on five Mathematics topics that students must understand: numbers and their operations, algebra, geometry, size, data analysis and probability (Martadiputra & Suryadi, 2012). Of the five topics in this research, it focuses on data analysis.…”

Section: Th Level: Extendedmentioning

confidence: 99%

The Profile of Students with Moderate Initial Statistical Thinking Ability in Analyzing and Interpreting Data

Meylasari

Sujadi²,

Subanti³

2021

IJMMU

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Statistical thinking is a thinking process related to the ability to understand how to describe, organize, reduce, present, analyze and interpret the data that apply the statistical understanding in real problems. Most students had a difficulty in analyzing and interpreting data. They claimed that analyzing and interpreting data is a difficult and complicated assignment since it needs high level skill, accuracy, careful consideration and objective attitude. If the data is analyzed and interpreted well, we will draw the correct conclusion. Mooney's research states that there are five levels of statistical thinking in a statistical thinking framework, including: level 1: Idiosyncratic; level 2: Transitional; level 3: Quantitative; level 4: Analytical, and level 5: Extended Analytical. This research aims to describe the profile of the level of statistical thinking of students with moderate initial abilities in analyzing and interpreting data. The subjects of this research were two eighth graders with moderate initial abilities in Junior High School of 1 Walisongo, Semarang. Think Aloud method is applied to collect data. The results showed that the level of students with moderate initial statistical thinking abilities was at level 2: Transitional, in which students tried to present their ideas through quantitative and subjective thinking, indicated by naive thinking, hesitant, incomplete responses in counting, and only focus on one aspect of the data display.

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“…Statistika merupakan bekal dalam melakukan penelitian. Melalui Statistika, individu diharapkan mampu membaca, memahami, serta mengaplikasikan pemahaman statistik pada penelitian (Martadipura & Suryadi, 2012). Selain itu, dengan Statistika siswa mampu melakukan pencarian data hingga menarik simpulan dari hasil perhitungan statistik sehingga keputusan yang diperoleh dapat diterima secara ilmiah (Ribeiro et al, 2017& Firmansyah, 2017.…”

Section: Pendahuluanunclassified

Efektivitas Metode Tutor Sebaya Di Mata Kuliah Statistika Pada Mahasiswa Psikologi

Widyastuti

Bagaskara²,

Zahrin³

2022

Refleks. Edukatika I. Ilm. Kependidikan

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The purpose of this research is to test the effectiveness of the peer tutoring method in improving statistics mastery.The research method used is a quasi-experimental method with a one-group pre and post-test design. The minimum sample size was determined based on the estimated number of samples using G*Power 3.1.9.7 software. Subject selection was carried out using a purposive sampling method with the criteria of Psychology students at UNY taking Statistics courses, while the number of samples was 35 students. This study involved two variables, namely the use of the peer tutoring method as the independent variable and mastery of statistics material as the dependent variable. After obtaining the data, data analysis was carried out by means of a paired sample t-test with JASP software version 0.13. Prior to testing, researchers conducted a normality test with Shapiro Wilk.The results of the study found that there was a significant increase in statistical scores on the post-test compared to the pre-test measurements after the peer tutoring method was applied for 2 meetings t (34) of -2.881 with a significance (p) of 0.007 and an effect size of Cohen's d 0.487. Thus, the peer tutoring method proved to be effective in increasing student mastery in Statistics courses.

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Peningkatan Kemampuan Berpikir Statistis Mahasiswa S1 Melalui Pembelajaran MEAs yang Dimodifikasi

Cited by 7 publications

References 0 publications

Analysis of statistical misconception in terms of statistical reasoning

Analysis of statistical misconception in terms of statistical reasoning

The Profile of Students with Moderate Initial Statistical Thinking Ability in Analyzing and Interpreting Data

Efektivitas Metode Tutor Sebaya Di Mata Kuliah Statistika Pada Mahasiswa Psikologi

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