Zone Proximal Development Gives a New Meaning to the Students’ Intelligence in Statistical Method Lesson

Tinungki, Georgina Maria

doi:10.30862/jhm.v2i2.69

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Learning theory with a sociocultural approach upholds the importance of the inseparable relationship between cultural and educational processes. Vygotsky emphasizes his belief in the Zone of Proximal Development in terms of social influences, especially the influence of instruction or teaching, on children's cognitive development (Sari, 2018;Tinungki, 2019).…”

Section: Behavioural Intentionmentioning

confidence: 99%

“…With this Zone of Proximal Development approach, the author believes that by using it in moral learning from the start, children's success in having good morals will run smoothly. The zone of proximal development (Zone of Proximal Development) is the distance between students' ability to perform tasks under adult guidance and problem-solving independently according to students' abilities (Tinungki, 2019). The lowest limit of the Zone of Proximal Development is the level of skill that can be achieved by children by learning on their own, and the highest limit of the Zone of Proximal Development (ZPD) is the level of skill that can be achieved by children with the help of an instructor (Sari, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Pancasila Educational Games with Zone Proximal Development: An Analysis of Human-Computer Interaction Perception Based on Technology Acceptance Model

2023

Pegegog

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Educational games are becoming a learning trend for elementary school students today because of their fun nature and attractive appearance which makes students interested in trying them. Pancasila educational games are also designed to make learning more interesting. Testing of educational games and their compatibility with human-computer interaction needs to be done so that games are more optimal when implemented and distributed more widely. The purpose of this study was to determine the results of testing the acceptance of Pancasila educational games using the characteristics of the technology acceptance model. This study involved 300 respondents of early childhood, aged 5-6 years in 3 schools in East Java, Indonesia. Modelling and data analysis using SEM AMOS. The results showed that as many as 97.4% of students liked and were helped by this educational game. Another important factor is in terms of perceived ease of use game 99.8% of students like this aspect and from the aspect of perceived usefulness, 95% of students choose this aspect. Where both give good value to the Pancasila educational game. As for the development of educational games, they will be readjusted to the conditions of learning in each school.

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Section: Behavioural Intentionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pancasila Educational Games with Zone Proximal Development: An Analysis of Human-Computer Interaction Perception Based on Technology Acceptance Model

2023

Pegegog

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“…The significant goal of lecturers for teaching in the class is helping students to enrich the learning goals [1]. In the class of mathematics teaching, the students will get the wide range of information in the form aspects of math from the lecturers [2][3][4]. The direct mathematics learning strategy through a variety of active knowledge is a way to introduce students to the taught subject matter [5].…”

Section: Introductionmentioning

confidence: 99%

Overcoming Overdispersion on Direct Mathematics Learning Model Using the Quasi Poisson Regression

Hartono¹,

Tinungki²,

Jakaria³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The study aims to overcome the overdispersion in the final exam score of Calculus subject. The occurrence of a gap in the score is inseparable from the influence of internal factors and external factors. The internal factors are factors that originate within students themselves. In contrast, external factors are factors that exist outside of students that can affect students' success or failure, such as learning environment, the physical environment where the exam takes place, infrastructure and facility that are owned and used by students, and their condition during the exam. The connection of these factors to the gap in final exam scores can be approached with Poisson regression analysis because Poisson Regression assumes a Poisson distribution of response variables with equidispersion. It is necessary to conduct a research to find out the factors that cause the diversity of the final score in order to overcome, that is by implementing direct learning. The results obtained show that with the application of direct mathematics learning, there is no overdispersion, while the low score of the final exam results in an increase, resulting in the variance of final exam results to be smaller than the average score.

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“…In studying statistics, students need mathematical abilities, including the ability to understand statistical concepts. Understanding statistical concepts is an activity of discovering truth or error and giving reasons for each step of an understanding process [1,2].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Ability for Understanding the Basic Concepts of Probability Theory

Tinungki¹,

Nurwahyu²

2021

Advances in Social Science, Education and Humanities Research

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This study aims to analyse the skills to understand mathematical concepts in the Probability Theory subject. As a scientific discipline, Probability Theory is one of the statistics study program subjects that require mathematical skills to learn. One of the skills needed for learning is the skill of understanding mathematical concepts. The analysis of skills in understanding mathematical concepts in the Probability Theory course shows that students still have difficulty checking the truth and writing the concepts used in each discussion of the material. This is one of the factors that make students' skills to understand mathematical concepts not good. Based on this research, it appears that students' mathematical understanding skills in the Probability Theory course are still lacking. Understanding the concept of statistics is not currently apparent in students when studying the Probability Theory. They have not been able to optimize all their mathematical abilities in learning, so they tend to give up on doing tasks when experiencing difficulties. This research is expected to be a reference and discourse for practitioners of mathematics education to improve the ability to understand the basic concepts of Probability Theory.

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Zone Proximal Development Gives a New Meaning to the Students’ Intelligence in Statistical Method Lesson

Cited by 7 publications

References 12 publications

Pancasila Educational Games with Zone Proximal Development: An Analysis of Human-Computer Interaction Perception Based on Technology Acceptance Model

Pancasila Educational Games with Zone Proximal Development: An Analysis of Human-Computer Interaction Perception Based on Technology Acceptance Model

Overcoming Overdispersion on Direct Mathematics Learning Model Using the Quasi Poisson Regression

Analysis of Ability for Understanding the Basic Concepts of Probability Theory

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