Using LEGO for learning fractions, supporting or distracting?

Rejeki, Sri; Setyaningsih, Nining; Toyib, Muhamad

doi:10.1063/1.4983954

Cited by 10 publications

(7 citation statements)

References 12 publications

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“…(2012) reveals that the high physical facilities, human facilities and other facilities can also influence student motivation towards learning. Also supported in research (Rejeki, Setyaningsih, & Toyib, 2017) which say that the use of LEGO in learning activities supports the understanding of fractions for students both high-ability students and students with low abilities in mathematics. The other research involving the computer based facilities like computer assisted instruction or e-learning resulting the similar evidence (Yusuf & Afolabi, 2010;Giesbers, 2013).…”

Section: Introductionmentioning

confidence: 85%

The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School

Firdausy

Setyaningsih

Ishabu

et al. 2019

IJOLAE

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This study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. This type of research is quantitative with the research subjects being all VII grade students of the Muhammadiyah Middle School Surakarta Special Program in 2018/2019. Data collection is done by questionnaire and documentation. The data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. The results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%.

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Section: Introductionmentioning

confidence: 85%

The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School

Firdausy

Setyaningsih

Ishabu

et al. 2019

IJOLAE

Self Cite

View full text Add to dashboard Cite

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“…Penggunaan variabledalam penelitiandiambil dari beberapa penelitian terdahulu yang digunakan sebagai pendukung dalam pemilihan variabel penelitian, yaitu (Rejeki et al, 2017) Teknik pengumpulan data dilakukan dengan menggunakan: (1) tes, dan (2) dokumentasi. Tes dalam penelitian ini menggunakan soal pilihan ganda sebanyak 10 butir soal dan soal esai sebanyak 5 butir soal yang diberikan pada siswa yang bertujuan untuk mengetahui hasil belajar siswa pada mata pelajaran matematika khususnya materi operasi hitung campuran.…”

Section: Pendahuluanunclassified

Pengaruh Metode Drill Dengan Menggunakan Media Lego Bricks Terhadap Hasil Belajar Matematika Kelas Iii SDN 216 Palembang

Agustín

Destiniar

Selegi

2022

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Pengaruh Metode Drill dengan Menggunakan Media Lego Bricks Terhadap Hasil Belajar Matematika Kelas III SDN 216 Palembang. Tujuan penelitian ini dilakukan untuk mengetahui pengaruh metode drill dengan menggunakan media lego bricks terhadap hasil belajar matematika kelas III SDN 216 Palembang. Metode penelitian yang digunakan adalah metode eksperimen dengan posttest control group design. Subjek dalam penelitian ini adalah siswa kelas III A dan Kelas III B yang berjumlah 30 siswa. Pengumpulan data dilakukan dengan teknik tes dan dokumentasi. Teknik analisis data dilakukan dengan menggunakan soal tes yang telah dilakukan uji kevalidan dan reliabilitas. Hasil analisis data pengaruh metode drill dengan menggunakan media lego bricks yang telah dilakukan uji tes akhir pada kelas eksperimen dan kelas kontrol dengan nilai rata-rata kelas eksperimen 97,33, sedangkan pada kelas kontrol diperoleh nilai rata-rata 78,67. Maka dapat disimpulkan bahwa terdapat pengaruh metode drill dengan media lego bricks terhadap hasil belajar matematika kelas III SDN 216 Palembang. Kata kunci: Metode Drill, Media Lego Bricks.

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“…Problem-based learning model encourages students to actively express their ideas and give questions to peers and teachers (Setyaningsih, 2013). In addition, it has been concluded that by using contextual problems, it would be easier for students, particularly those with a moderate level of mathematics ability, to understand certain topics (Krulick & Rudnick, 1999;Rejeki, Setyaningsih, & Toyib, 2017).…”

Section: Phase VI Conclusionmentioning

confidence: 99%

Developing Realistic and Child-friendly Learning Model for Teaching Mathematics

Setyaningsih

Rejeki

Ishartono

2019

J. Res. Adv. Math. Educ

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This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp’s educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher’s learning management in the implementation of realistic and child-friendly learning model can be classified “very good”, 2) the prototype model is categorized “very good” in improving students’ activities , and 3) the students’ responses toward the developed mathematics instructional model are "positive”. Moreover, the syntaxes of realistic and child-friendly learning model for teaching mathematics in junior high school have been formulated, namely: 1) explaining learning objectives and motivating students, 2) providing contextual problems students familiar with, or horizontal mathematization, 3) processing abstraction or vertical mathematization, 4) devising strategies, 5) communicating solution in a discussion, and 6) giving inferences of mathematics subject-matter.

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Using LEGO for learning fractions, supporting or distracting?

Cited by 10 publications

References 12 publications

The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School

The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School

Pengaruh Metode Drill Dengan Menggunakan Media Lego Bricks Terhadap Hasil Belajar Matematika Kelas Iii SDN 216 Palembang

Developing Realistic and Child-friendly Learning Model for Teaching Mathematics

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