The Effect of Learning Model and Spatial Intelligence on Learning Outcome

Salam, Mohamad; Ibrahim, Nurdin; Sukardjo, Moch.

doi:10.2991/icamr-18.2019.76

Cited by 5 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Non-intellectual psychological factors are components of individual personalities such as attitudes, interests, habits, needs, motivation, self-concept, self-adjustment, emotional and so on. To improve students' learning outcomes, teachers need to pay attention to these internal factors which are characteristics of students (Salam, Ibrahim, & Sukardjo, 2018).…”

Section: Results and Findingsmentioning

confidence: 99%

A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning

Mastoni¹,

Sumantri²,

Ibrahim³

2019

ujer

Self Cite

View full text Add to dashboard Cite

The purpose of this study is to describe junior high school mathematics learning activities and describe the suitability of the Brain-Based Learning (BBL) learning strategy which focuses on intrapersonal intelligence in junior high school mathematics learning. The research is descriptive and qualitative. The data were collected through documentation studies, observations, and interviews with teachers and students. Teachers and students of junior high school SMP Assahil Lampung Timur Indonesia were involved in this research. The results showed that teachers only used expository learning strategies in learning activities and unsatisfactory learning outcomes. The teachers were never selecting learning strategies which focus on students' internal factors to be applied in learning. Based on these, taking into account the characteristics of learning strategies, students and junior high school mathematics material, it can be assumed that the Brain-Based Learning (BBL) learning strategy by focusing on students' intrapersonal intelligence is appropriate to be applied in junior high school mathematics learning and to enhance student's learning outcomes.

show abstract

Section: Results and Findingsmentioning

confidence: 99%

A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning

Mastoni¹,

Sumantri²,

Ibrahim³

2019

ujer

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students' mathematical reasoning abilities are components that must be mastered by students who play an important role, both in solving problems and applying them in other fields. However, the punishment ability of school students is still low (Erdem & Soylu, 2017;Kuo, Hull, Gupta, & Elby, 2013;Mueller, Yankelewitz, & Maher, 2014;Nunes, Bryant, Barros, & Sylva, 2012;Salam, Ibrahim, & Sukardjo, 2019b). This is due to the undeveloped ability to implement learning models that are expected to help improve mathematics students.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Salam

Salim

2020

j. of. sci. technol.

Self Cite

View full text Add to dashboard Cite

This study examines students' mathematical reasoning based on Discovery learning models in terms of gender. This research was conducted at the SMPN 3 Kendari with quasi-experimental methods involving two classes with different treatments. The simple random technique is used to determine the class of research. Class VII. 6 (experimental class) consisted of 15 women and 11 men, while class VII.9 (control class) consisted of 15 men and 7 women. The instrument used was a student's mathematical reasoning ability test consisting of four items in the form of essays tested. Data processing using 2-way ANOVA with further tests using Scheffe. The conclusion obtained is that students are given a learning discovery model, the reasoning ability of male students excels in the ability to give mathematical problems verbally and in writing provided in the form of logical diagrams that contain existing data, perform mathematical manipulation related to the problem, and ensure validity as an argument, whereas women excel in the ability to draw conclusions based on relationships between mathematical concepts. The discovery learning model can increase students' mathematical penalties and overcome gender discussions.

show abstract

“…Mathematics is one of the lessons that is objective, logical, and practical (Jawad et al, 2021;Lai et al, 2015) as a symbolic language that allows humans to think about problem solving and utilized to connect one problem to another (Sukardjo & Salam, 2020;Yarmohammadian, 2014), for that reason, teachers must be able to thoroughly observe the problems in the classroom to find appropriate learning patterns in solving problems according to the student's characteristics (Salam et al, 2019). Complex problems could be resolved by visual, symbolic, and verbal representation (Yang & Sianturi, 2022).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Conflict Strategy: Mathematical Representation Based on Cognitive Style

Salam

2023

MOS

View full text Add to dashboard Cite

Kajian ini bermaksud untuk mendeskripsikan jenis representasi matematis siswa berdasarkan gaya kognitif dalam menyelesaikan masalah integral setelah diberikan pembelajaran strategi konflik kognitif. Penelitian ini merupakan penelitian eksploratif dengan menggunakan pendekatan deskriptif-kualitatif. Subjek penelitian ini adalah mahasiswa Jurusan Pendidikan Matematika Universitas Halu Oleo angkatan tahun 2021 yang terdiri dari satu mahasiswa dengan gaya kognitif reflektif and satu mahasiswa dengan gaya kognitif impulsif. Data penelitian diperoleh melalui teknik pemberian tes and wawancara, and dianalisis secara kualitatif. Hasil yang diperoleh adalah siswa yang memiliki gaya kognitif reflektif dalam menyelesaikan masalah integral setelah diajarkan strategi konflik kognitif adalah melakukan representasi gambar atau representasi geometri, representasi verbal and representasi simbolik, serta melakukan penerjemahan dari berbagai jenis representasi, yaitu dari representasi geometri ke representasi verbal, and kemudian ke representasi simbolik serta sebaliknya. Seandgkan, siswa dengan gaya kognitif impulsif melakukaan representasi simbolik, melakukan representasi geometrik tetapi salah, tidak melakukan representasi verbal, tidak melakukan representasi matematis, and tidak melakukan penerjemahan dari berbagai jenis representasi. This study aimed to describe types of students' mathematical representations based on the cognitive style in solving integral problems after learning cognitive conflict strategies. This exploratory research used a descriptive-qualitative approach. The participants were two students of Mathematics Education Department at Halu Oleo Universit, class of 202, consisting of one student with a reflective cognitive style and one student with an impulsive cognitive style. The research data were obtained through tests and interviews and analyzed qualitatively. The findings pointed out that the student with a reflective cognitive style performed images or geometric representations, verbal representations, and symbolic representations, as well as translated various types of representations, starting from geometric representations to verbal representations, and then to symbolic representation and vice versa. Meanwhile, the student with an impulsive cognitive style performed symbolic representations, inaccurate geometric representations, but lacked verbal representations, mathematical representations, and translation of various types of representation.

show abstract

The Effect of Learning Model and Spatial Intelligence on Learning Outcome

Cited by 5 publications

References 10 publications

A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning

A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning

Analysis of Mathematical Reasoning Ability (MRA) with the Discovery Learning Model in Gender issues

Cognitive Conflict Strategy: Mathematical Representation Based on Cognitive Style

Contact Info

Product

Resources

About