The differences in geometry cognitive learning results using ICTAdobeFlash CS6 program

Abstract

This research is motivated by the lack of students’ interest in learning mathematics that isconsideredto be difficult and tedious. Then, this problem results the low cognitive learning outcomes of the students. The matter happens because the teacher is still considered to be the centre in learning process, the lack of variations in instructional media, and the way the teachers teach in the class. This study aims to determine whether there are differences in the students’ cognitive learning outcomes from the use of ICT instructional media using adobe flash CS6 programs at SDN 01 and 09 Bandar Buat. This type of research is a quasi-experimental in the form of non-equivalent control group design. The sampling technique is purposive sampling, in which the first class is chosen as the control class and the second class is the experimental class. The instrument used in this study is an objective test with multiple choice types. The data analysis technique used is inferential statistical test with t-test. The results show that the values of the experimental class using the ICT media of the Adobe Flash CS6 program based on STAD is 82.66 with a standard deviation 13.67, while the class that does not use ICT media of the Adobe Flash CS6 program based on STAD is 74.84 with a standard deviation of 13.88. It can be concluded that the hypothesis testing using the t-test at the significance level a = 0.05 obtained tcount = 2.36 and ttable = 1.99. Thus, the condition in which tcount >ttable shows that the hypothesis H.

Effectiveness of Electronic Teaching Materials Using the Value Clarification Technique Approach in Elementary Schools

“…The 21st century is also characterized by the amount of information that is available anywhere and can be accessed at any time and communication can be done from anywhere (Prastika & Masniladevi, 2021). In line with the opinion of (Zainil et al, 2019) changes in scientific technology that inspire educators to push the boundaries of technology integration in the classroom.…”

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…At least in two last decades, a lot of empirical studies which focus on the use of ICT-based or -assisted mathematics learning for cultivating numerical literacy have been carried out widely in numerous educational institutions around the world. Some studies revealed that ICT-based or -assisted mathematics learning had significant positive effect on students' numerical literacy [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38]. Nevertheless, some other studies showed that ICT-based or -assisted mathematics learning did not have significant effect on students' numerical literacy [39][40][41][42][43][44][45][46][47][48][49].…”

“…In another case, many studies showed that ICT-based orassisted mathematics learning had moderate positive effect on students' numerical literacy [23,25,29,33,37,39,[61][62][63][64][65][66]. Even, other numerous studies revealed that ICT-based orassisted mathematics learning had strong positive effect on students' numerical literacy [24, 26, 27, 30, 32, 34-36, 38, 52, 67-72].…”