The Enhancement of Students’ Mathematical Conceptual Understanding Through RADEC Learning Model

Nugraha, Trisna; Prabawanto, Sufyani

doi:10.24235/eduma.v10i2.9073

Cited by 4 publications

(5 citation statements)

References 14 publications

(18 reference statements)

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“…Based on Table 1, it is clear that the average initial and final mathematical disposition scores have increased. However, the description of descriptive statistics is still not sufficient to prove the assumption that there has been a significant increase, so inferential statistical tests that are more significant are needed (Nugraha & Prabawanto, 2021a). Thus, to further confirm these differences, several tests are needed such as the normality test and the average difference test as follows.…”

Section: Resultsmentioning

confidence: 99%

“…Rather, there are five aspects or skills that indicate that someone is successful in learning mathematics. The five aspects referred to are called the five strands of mathematical proficiency which include 1) conceptual understanding, 2) procedural fluency, 3) strategic competence, 4) adaptive reasoning, and 5) productive disposition (Kilpatrick et al, 2001;Nugraha & Prabawanto, 2021a).…”

Section: Introductionmentioning

confidence: 99%

“…These five aspects are interrelated with each other, where students are said to be successful in learning mathematics if they have these five skills. If one skill is not mastered, it will affect other skills, such as if students have an incorrect understanding of the concept of spatial shapes, then they will also make mistakes in carrying out procedures (Nugraha & Prabawanto, 2021a), especially looking at mathematics as something meaningful or what is called a productive disposition which is the origin of mathematics learning. Therefore, based on the five mathematics learning skills, it appears that not only cognitive and psychomotor aspects are in the spotlight in mathematics learning, but there are other aspects that also have an impact on mathematics learning, namely the affective aspect which is called a productive disposition (Nugraha, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

Nugraha,

Samsudin

2024

PAEDAGOGIA

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<p dir="ltr"><span>Success in learning mathematics can be measured through five aspects called the five strands of mathematical proficiency. These five aspects need to be taught fairly, resulting in a change in students' mathematical attitudes where this aspect is still minimally looked at and researched. Therefore, the research aims to analyze changes in students' mathematical dispositions by reviewing the role of e-comics in Realistic Mathematics Education (RME). This context-based mathematics learning approach is assumed to provide meaningful learning for students. This mixed-methods research with a sequential explanatory research design was carried out on 30 elementary school students by combining quantitative data collection and analysis techniques with qualitative data support. The research showed that using e-comics in RME learning significantly improved students' mathematical dispositions with a large effect size (Cohen’s effect size = 0,98). In a qualitative review involving data triangulation, evidence was found that using e-comics in RME learning has a role in facilitating the development of each student indicator, as evidenced in the high students’ enthusiasm or response in learning both in observations, questionnaires, and documentation studies. In this way, it is hoped that this innovation can be researched and developed further on a more diverse scale and content. In addition, this research provides further opportunities for research and teacher training related to developing RME learning designs and e-comics in learning.</span></p><div><span><br /></span></div>

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

Nugraha,

Samsudin

2024

PAEDAGOGIA

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“…Hal lain yang mendukung penggunaan model PBL ini dikarenakan model tersebut merupakan model yang familiar digunakan guru meskipun dalam pelaksanaannya masih perlu perbaikan (Nugraha & Prabawanto, 2021a). Berdasarkan beberapa hal yang menjadi latar belakang tersebut, maka peneliti bermaksud untuk menelusuri data awal terkait tingkat keberhasilan implementasi model PBL terhadap hasil belajar peserta didik materi skala dan denah di kelas V sekolah dasar, dengan harapan data awal tersebut dapat menjadi bahan pembelajaran dan perbaikan proses belajar mengajar khususnya di kelas V dan sekolah lain yang berusaha mengimplementasikan model PBL ini.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Problem-Based Learning (Pbl) Terhadap Hasil Belajar Skala Matematika Siswa Kelas V

Trisna Nugraha,

Puji Ayu Lestari

2023

INVENTA

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Pembelajaran matematika di kelas V sekolah dasar pada umumnya masih memaksimalkan kiprah pendidik dan kurang memperhatikan keterlibatan siswa dalam pembelajaran karena masih memakai metode ceramah dimana penguasaannya bertitik berat pada guru. Hal tersebut tentunya membuat aktivitas siswa dalam pembelajaran serta hasil belajar matematika siswa kurang optimal. Dalam rangka memecahkan permasalahan yang dapat menaikkan kinerja, aktivitas, dan hasil belajar siswa, maka diimplementasikan Problem Based Learning (PBL), sehingga penelitian bertujuan untuk mendeskrisikan apakah implementasi model pembelajaran berbasis masalah (PBL) dapat efektif untuk meningkatkan kinerja dan hasil belajar siswa pada pembelajaran matematika materi Skala dan Denah kelas V SD. Implementasi penelitian berpedoman pada sintak model pembelajaran berbasis masalah (PBL) meliputi 1) orientasi terhadap masalah; 2) organisasi siswa; 3) membimbing penyelidikan individu atau kelompok; 4) mengembangkan dan menyajikan hasil; 5) menganalisis dan mengevaluasi. Penelitian dilakukan dengan desain penelitian eksperimen One-shot Case Study, dengan subjek penelitian sebanyak 28 siswa kelas V sekolah dasar. Teknik pengumpulan data dilakukan melalui tes, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kinerja dan hasil belajar matematika siswa dalam pembelajaran berbasis masalah diinterpretasikan dalam kriteria tinggi dengan range persentase dari 84,88%-92,12%. Hal ini menunjukkan bahwa pembelajaran berbasis masalah (PBL) sebagai suatu pembelajaran konstruktivisme dapat memberi ruang dan kesempatan bagi siswa untuk berpartisipasi secara aktif dalam pembelajaran dengan penggunaan design pembelajaran diskusi kelompok pemecahan masalah, sehingga siswa tetap memperhatikan akurasi dan sikap dalam seluruh rangkaian pembelajaran PBL.

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“…Explain in the form of a classical explanation related to the material that has been discussed previously. Create is to generate problem-solving ideas whose end result is a product (Nugraha & Prabawanto, 2021;Sopandi, 2019). The implementation of the RADEC model is expected to improve students' ability to write explanatory texts.…”

Section: Introductionmentioning

confidence: 99%

The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

Hidayat,

Firdaus,

Lusiana

2023

International j.of Elementary Education

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The skill of writing explanatory text is an essential skill to be mastered by elementary school students. However, most students still have low explanatory text writing skills. The purpose of this study was to analyze the Read, Answer, Discuss, Explain, and Create (RADEC) model in improving the writing skills of explanation texts of fifth grade elementary school students. This study used a quantitative approach with a Quasi Experimental Design type of Nonequivalent Control Group Design. The population in this study were fifth grade elementary school students consisting of two groups. The technique of determining the sample is purposive sampling. The data collection method in this study was a test using an explanatory text writing assessment rubric. Data analysis techniques in this study are descriptive statistical analysis and inferential statistical analysis. The results showed that there were significant differences in the skills of writing explanatory texts between the group that applied the RADEC model and the group that applied the conventional method. Thus, the RADEC model can improve the skills of writing explanatory texts of fifth grade elementary school students.

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The Enhancement of Students’ Mathematical Conceptual Understanding Through RADEC Learning Model

Cited by 4 publications

References 14 publications

Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

Pengaruh Model Pembelajaran Problem-Based Learning (Pbl) Terhadap Hasil Belajar Skala Matematika Siswa Kelas V

The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

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