The implementation of the discovery model based on numbered head together reviewed from students’ cognitive style in mathematics learning

Setyaningsih, Nining; Utami, Duwi

doi:10.1088/1742-6596/1722/1/012109

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…The results of this study have shown another development that cognitive style does not always have a linear effect on various human learning performances in aspects of cognitive behaviour. This finding contradicts the findings of previous studies that examined differences in cognitive style on mathematics achievement in terms of gender [5], [6], [21], which showed that cognitive style factors were one of the differentiating aspects in mathematics learning performance between men and women.…”

Section: Discussioncontrasting

confidence: 99%

“…Various studies exploring the impact of cognitive style on learning have yet to show consistent results. Researches show that cognitive style generally affects memory performance [4] and learning achievement in mathematics [5], [6]. However, the answer to the question: of which cognitive style is more supportive of academic achievement is varied and inconsistent.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to inconsistencies, studies on the impact of cognitive style still need to be more general. So far, studies on cognitive style have mostly looked at its impact on mathematics learning achievement [5]- [8], [10]. In contrast, mathematics learning achievement is a combination of various more specific mathematical abilities such as problem-solving abilities [11], reasoning and proof [12], communication [13], connections [14], representation [15], critical thinking [16], and creativity [17].…”

Section: Introductionmentioning

confidence: 99%

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Does Cognitive Style Affect Mathematics Creative Thinking Ability?

Pantaleon¹,

Payong²,

Sugiarti³

et al. 2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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Many studies have tried to examine the cognitive style, but it is still relatively common because it tends to be associated with learning achievement in mathematics. Very few studies have tried to link cognitive style with mathematical creative thinking skills regarding gender. This comparative study compares students' mathematical creative thinking abilities based on cognitive style and gender. A total of 77 Class VII students of SMP Negeri II Langke Rembong were involved in this study. Data were collected using tests, namely tests of creative thinking skills and tests of cognitive style. The results of the analysis using Two Paths Anova show that there is no difference in students' mathematical creative thinking abilities based on cognitive style and gender. This study's results support various theories that cognitive style and gender do not determine a person's mathematical ability. Implications of results and strategies for improving mathematics creative thinking ability are discussed.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Does Cognitive Style Affect Mathematics Creative Thinking Ability?

Pantaleon¹,

Payong²,

Sugiarti³

et al. 2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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“…Pembelajaran menulis esai menggunakan kooperatif NHT dapat meningkatkan hasil belajar mahasiswa, hal ini menunjukan bahwa pembelajaran kooperatif NHT efektif untuk diterapkan dalam belajar. Peningkatan hasil belajar menggunakan kooperatif NHT juga terjadi pada penelitian yang dilakukan oleh peneliti sebelumnya tentang efektivitas penggunaan model kooperatif NHT (Setyaningsih & Utami, 2021;Sri Puji Retno et al, 2021;Wahyuni, 2019).…”

Section: Pembahasanunclassified

Penerapan Model Pembelajaran Number Head Together: Upaya Meningkatan Keterampilan Menulis Esai Mahasiswa

Widayati

Mahendra²,

Rohmani³

2021

n.a. bhs.

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Masalah dalam penelitian ini ialah masih relatif rendahnya kemampuan mahasiswa PBSI Universitas Muhammadiyah Kotabumi untuk menulis esai, sehingga perlu digunakan metode pembelajaran Number Head Together (NHT) dalam proses pembelajaran guna membantu meningkatkan hasil kemampuan mahasiswa dalam menulis esai. Tujuan penelitian ini ialah untuk memberikan gambaran peningkatan kemampuan menulis esai pada mahasiswa PBSI Universitas Muhamadiyah Kotabumi setelah dosen memakai pembelajaran model Number Head Together (NHT). Metode yang digunakan ialah deskriptif kualitatif. Data yang didapatkan merupakan hasil dari nontes, yaitu melalui proses observasi, wawancara kepada mahasiswa, serta melakukan teknik dokumentasi berupa hasil pengujian prasiklus. Berdasarkan data penelitian yang telah diperoleh, didapati hasil bahwa terdapat peningkatan yang cukup signifikan terhadap kemampuan menulis esai pada mahasiswa PBSI Universitas Muhammadiyah Kotabumi setelah mengikuti mata kuliah menulis esai dengan menggunakan model pembelajaran NHT.

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“…(Paba et al, 2020) Hasil belajar merupakan tolak ukur pemncapaian siswa dalam pembelajaran dan diperoleh dari hasil evaluasi dalam proses belajar yang diperoleh melalui tes untuk melihat tingkat capaian kemampuan siswa. (Setyaningsih & Utami, 2021) menjelaskan hasil belajar merupakan hasil dari proses belajar dan pembelajaran melalui evaluasi agar mampu melihat tingkat kemampuan akademik.…”

Section: Pendahuluanunclassified

Upaya Numbered Head Together Dalam Meningkatkan Hasil Belajar Matematika Pada Siswa MTSN 3 Kota Jambi

Mahmud¹,

Sa'adah

2021

sigma, pend, math

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This study aims to determine (1) Student learning outcomes prior to the application of Number Head Together (NHT) in mathematics lessons with set material in Class VII A MTsN 3 Jambi City. (2) Student and teacher activities when Number Head Together (NHT) is applied in mathematics lessons with set material in Class VII-A MTsN 3 Jambi City. (3) Student learning outcomes after applying Number Head Together (NHT) in Mathematics with Association Material in Class VII A MTsN 3 Jambi City. This type of research is a classroom action research conducted at MTsN 3 Jambi City in Class VII-A. The findings of this study indicate: (1) in the first cycle, an average score of 75.2 was obtained and 17 students (56.67%) had completed learning while 13 students (43.33%) had not yet achieved mastery learning. The average score of student activity reached 2.55 which indicates a sufficient category while the average score of teacher activity reached 2.6 which is categorized as sufficient (2) in the second cycle the student learning outcomes were obtained with an average score of 83.5 with complete learning reached 86.67% or as many as 26 students while 4 students (13.33%) did not achieve the completeness value of learning. The average score of student activity reached 3.55 which indicates good category while the average score of teacher activity reached 3.5 which is categorized as good.

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The implementation of the discovery model based on numbered head together reviewed from students’ cognitive style in mathematics learning

Cited by 5 publications

References 5 publications

Does Cognitive Style Affect Mathematics Creative Thinking Ability?

Does Cognitive Style Affect Mathematics Creative Thinking Ability?

Penerapan Model Pembelajaran Number Head Together: Upaya Meningkatan Keterampilan Menulis Esai Mahasiswa

Upaya Numbered Head Together Dalam Meningkatkan Hasil Belajar Matematika Pada Siswa MTSN 3 Kota Jambi

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