This study empirically reviews ICT and mathematics learning in Nigeria through a systematic literature review. Relevant articles and journals were identified to examine international students' teaching and learning experiences. Research shows that even if teachers believe that students need to understand mathematics or that the use of ICT improves students' development, students still need to solve problems. It may indicate that They do not incorporate her ICT into math classes or use it in traditional ways to impart knowledge. Her effective use of ICT in mathematics education may lead to more learner-centered classroom practices. These changes are widely believed to impact mathematics teaching and to learn positively. For example, ICT can enrich students' mathematics learning experience, increase their interest in mathematics, and change their attitudes toward mathematics. With the proliferation of online e-teaching, flipped classrooms are becoming a new trend in digital learning. The study recommends that ICT tools be made available by all parties to teachers and students with appropriate Internet access to achieve solid academic performance in mathematics. Governments at all levels need to increase their budgets for education and ensure that the money allocated for education is entirely spent.
{"title":"ICT and Learning of Mathematics in Nigeria","authors":"Umar Abdullahi, Musa Sirajo","doi":"10.58421/misro.v1i3.40","DOIUrl":"https://doi.org/10.58421/misro.v1i3.40","url":null,"abstract":"This study empirically reviews ICT and mathematics learning in Nigeria through a systematic literature review. Relevant articles and journals were identified to examine international students' teaching and learning experiences. Research shows that even if teachers believe that students need to understand mathematics or that the use of ICT improves students' development, students still need to solve problems. It may indicate that They do not incorporate her ICT into math classes or use it in traditional ways to impart knowledge. Her effective use of ICT in mathematics education may lead to more learner-centered classroom practices. These changes are widely believed to impact mathematics teaching and to learn positively. For example, ICT can enrich students' mathematics learning experience, increase their interest in mathematics, and change their attitudes toward mathematics. With the proliferation of online e-teaching, flipped classrooms are becoming a new trend in digital learning. The study recommends that ICT tools be made available by all parties to teachers and students with appropriate Internet access to achieve solid academic performance in mathematics. Governments at all levels need to increase their budgets for education and ensure that the money allocated for education is entirely spent.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121614034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.
{"title":"Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties","authors":"Soo May Yoong, Fu Sai Hoe","doi":"10.58421/misro.v1i3.29","DOIUrl":"https://doi.org/10.58421/misro.v1i3.29","url":null,"abstract":"This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125997016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on student perceptions, this study describes mathematics teachers' personalities and social competence at MTsN 2 Cirebon. This study examines and describes mathematics teachers' personalities and social competencies based on student perceptions of MTsN 2 Cirebon. This type of research uses mixed research methods and a sequential explanatory design. The population in this study was all class VIII MTsN 2 Cirebon, and the sample in this study was 134 students. The data collection techniques are questionnaires and interviews using instruments like questionnaire results and interview guidelines. The data analysis used is descriptive statistics and descriptive qualitative. The results showed that the description of the personality competence of mathematics teachers at MTsN 2 Cirebon, according to the analysis of student perceptions in general, was categorized as good with a percentage of 72.67%, which was supported by the results of student interviews stating that the teacher always dressed neatly and according to the official schedule, starting and ending timely learning. However, there are indicators of personality competence that have not been maximized, namely the teacher being a role model for students, with a smaller percentage than the other three indicators of personality competence, namely 68.38%. Moreover, the social competence of mathematics teachers at MTsN 2 Cirebon, according to the analysis of student perceptions in general, is categorized as good. Supported the results of student interviews state that the teacher, when in class, interacts well with students and cares about students by reprimanding, advising, and repeating learning that has not been understood, but if outside the classroom, the teacher is just ordinary, not so close, just saying hello like other teachers.
{"title":"Students' Perceptions of Mathematics Teachers: Personal and Interpersonal","authors":"Firly, Toheri Toheri, Arif Muchyidin","doi":"10.58421/misro.v1i3.39","DOIUrl":"https://doi.org/10.58421/misro.v1i3.39","url":null,"abstract":"Based on student perceptions, this study describes mathematics teachers' personalities and social competence at MTsN 2 Cirebon. This study examines and describes mathematics teachers' personalities and social competencies based on student perceptions of MTsN 2 Cirebon. This type of research uses mixed research methods and a sequential explanatory design. The population in this study was all class VIII MTsN 2 Cirebon, and the sample in this study was 134 students. The data collection techniques are questionnaires and interviews using instruments like questionnaire results and interview guidelines. The data analysis used is descriptive statistics and descriptive qualitative. The results showed that the description of the personality competence of mathematics teachers at MTsN 2 Cirebon, according to the analysis of student perceptions in general, was categorized as good with a percentage of 72.67%, which was supported by the results of student interviews stating that the teacher always dressed neatly and according to the official schedule, starting and ending timely learning. However, there are indicators of personality competence that have not been maximized, namely the teacher being a role model for students, with a smaller percentage than the other three indicators of personality competence, namely 68.38%. Moreover, the social competence of mathematics teachers at MTsN 2 Cirebon, according to the analysis of student perceptions in general, is categorized as good. Supported the results of student interviews state that the teacher, when in class, interacts well with students and cares about students by reprimanding, advising, and repeating learning that has not been understood, but if outside the classroom, the teacher is just ordinary, not so close, just saying hello like other teachers.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116272445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Onsay, Kevin C. Baltar, Karlo Pedro L. Medroso II, Ivan Ruzzel C. Pesino
The study reveals the economic behavior of fisherfolks that governs their decisions to practice accounting in Partido district, Camarines Sur, Philippines. Economic behavior was modeled and measured through the following parameters: the socioeconomic characteristics of the fisherfolks and their economic transactions; the economic perceptions on socioeconomic contribution, market sustainability, and financial viability of fishing activity; the recordkeeping practices they adopt and constraints they encounter; and the Willingness to participate in accounting enhancement programs. Nonlinear models were utilized, and a causal-explanatory design was applied. The survey was conducted throughout the four sectors of the district. Most fisherfolks are married men with an average age of 45. Most are elementary graduates, have 7-8 children, and are impoverished. They have been observing 6 recordkeeping practices and have asserted 14 types of constraints. They have identified 10 economic transactions that need a formal bookkeeping system and expressed 21 economic perceptions about the fishing industry. Based on probit models, 11 variables govern their decisions to practice accounting: 2 socioeconomic characteristics; 3 composite economic perceptions; 3 composite economic transactions; and 3 fishing activities as control variables. Finally, the study proposes policy interventions to improve the livelihood and uplift the accounting practices of fisherfolks.
{"title":"Economic Behavior of Fisherfolks that Govern their Decisions to Practice Accounting: Evidence from Probit Models","authors":"E. Onsay, Kevin C. Baltar, Karlo Pedro L. Medroso II, Ivan Ruzzel C. Pesino","doi":"10.58421/misro.v1i3.42","DOIUrl":"https://doi.org/10.58421/misro.v1i3.42","url":null,"abstract":"The study reveals the economic behavior of fisherfolks that governs their decisions to practice accounting in Partido district, Camarines Sur, Philippines. Economic behavior was modeled and measured through the following parameters: the socioeconomic characteristics of the fisherfolks and their economic transactions; the economic perceptions on socioeconomic contribution, market sustainability, and financial viability of fishing activity; the recordkeeping practices they adopt and constraints they encounter; and the Willingness to participate in accounting enhancement programs. Nonlinear models were utilized, and a causal-explanatory design was applied. The survey was conducted throughout the four sectors of the district. Most fisherfolks are married men with an average age of 45. Most are elementary graduates, have 7-8 children, and are impoverished. They have been observing 6 recordkeeping practices and have asserted 14 types of constraints. They have identified 10 economic transactions that need a formal bookkeeping system and expressed 21 economic perceptions about the fishing industry. Based on probit models, 11 variables govern their decisions to practice accounting: 2 socioeconomic characteristics; 3 composite economic perceptions; 3 composite economic transactions; and 3 fishing activities as control variables. Finally, the study proposes policy interventions to improve the livelihood and uplift the accounting practices of fisherfolks.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128152754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.
{"title":"Effectiveness of Computer-Assisted Instruction and Conventional Instructional Approaches on High School Student Performance in Cellular Respiration","authors":"Ebenezer Ato Baiden, Samuel Agbene","doi":"10.58421/misro.v1i3.41","DOIUrl":"https://doi.org/10.58421/misro.v1i3.41","url":null,"abstract":"This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"30 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133784306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2
{"title":"Development of Peer-Based Interaction Skills Assessment Instruments in Mathematics Learning Process in Class","authors":"Indah Nuraena, Budi Manfaat, Arif Muchyidin","doi":"10.58421/misro.v1i2.22","DOIUrl":"https://doi.org/10.58421/misro.v1i2.22","url":null,"abstract":"Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"52 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120920570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A good assessment covers three aspects: cognitive, affective, and psychomotor. Many teachers tend to assess only the cognitive aspect. This problem requires treatment in the form of appropriate assessment so that the development of student learning outcomes not only covers the knowledge aspect only. This research aims to find out the result of students learning outcomes in a group of mathematic learners after being given treatment in the form of performance assessment and self-assessment and find out which treatment gives better results amongst students who are treated in the form of performance assessment and self-assessment. This research is an experimental study. The population taken is all students in grade X of MA Ash-Siddiqiyyah. The sample was taken based on purpose, namely purposive sampling. The class used as the experimental class I is class X IPA 1, which amounted to 30 students, and class X IPS 2, which amounted to 30 students, is experimental class II. Based on the results obtained, the average student learning outcomes in experimental class I is in the high category with an average number gain value of 0.71. The average student learning outcomes in experimental class II are in the medium category and are shown by the average number of gain values of 0.64. Based on the hypothesis test results, the decision is to reject Ho and accept Ha. Then it can be concluded that the results of student learning in the learning group treated by performance assessment are better than student learning outcomes in the learning group treated with self-assessment.
{"title":"The Comparison of Students Mathematics Learning Outcomes Between Using Performance Assessment and Self-assessment","authors":"Hernita Octaviani Putri, Jamali, Arif Muchyidin","doi":"10.58421/misro.v1i2.20","DOIUrl":"https://doi.org/10.58421/misro.v1i2.20","url":null,"abstract":"A good assessment covers three aspects: cognitive, affective, and psychomotor. Many teachers tend to assess only the cognitive aspect. This problem requires treatment in the form of appropriate assessment so that the development of student learning outcomes not only covers the knowledge aspect only. This research aims to find out the result of students learning outcomes in a group of mathematic learners after being given treatment in the form of performance assessment and self-assessment and find out which treatment gives better results amongst students who are treated in the form of performance assessment and self-assessment. This research is an experimental study. The population taken is all students in grade X of MA Ash-Siddiqiyyah. The sample was taken based on purpose, namely purposive sampling. The class used as the experimental class I is class X IPA 1, which amounted to 30 students, and class X IPS 2, which amounted to 30 students, is experimental class II. Based on the results obtained, the average student learning outcomes in experimental class I is in the high category with an average number gain value of 0.71. The average student learning outcomes in experimental class II are in the medium category and are shown by the average number of gain values of 0.64. Based on the hypothesis test results, the decision is to reject Ho and accept Ha. Then it can be concluded that the results of student learning in the learning group treated by performance assessment are better than student learning outcomes in the learning group treated with self-assessment.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122885600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the process of learning mathematics, especially geometry, teachers must pay attention to the level of ability possessed by students. Van Hiele suggests that there are five stages of thinking that students will go through in learning geometry: the visualization stage, the analysis stage, the informal deduction stage, the deduction stage, and the rigor stage. Each stage of thinking will be passed by students sequentially without passing any of the previous stages. This study aimed to identify and describe the geometric thinking stages of high school students. The first is based on van Hiele's theory. The research method used in this research is descriptive quantitative. This research was conducted at MTs (Madrasah Tsanawiyah) An-Nur, Cirebon City, with a population of 318 students and a sample of 72 students selected using a purposive sampling technique. The data collection technique used is in the form of a Van Hiele geometric thinking stage test with 25 multiple choice questions divided into five subtests. The results showed that 29.17% of students were in stage 1 (visualization), 25% of students were in stage 2 (analysis), and 6.94% of students were in stage 3 (informal deduction). There are still students who have not entered the van Hiele geometric thinking stage (at stage 0), namely 13.89%. As for the students who could not determine their van Hiele geometric thinking stage, as many as 25%. The highest stage achieved by students was stage 3 (informal deduction), so no student reached stage 4 (deduction) and stage 5 (rigor). In general, the geometric thinking stage of MTs (Madrasah Tsanawiyah) An-Nur students is at stage 1 of van Hiele's geometric thinking.
{"title":"Analysis of the Geometric Thinking Stage of Madrasah Tsanawiyah Students Based on Van Hiele's Theory","authors":"Nasifah, Arif Muchyidin, Muhamad Ali Misri","doi":"10.58421/misro.v1i2.21","DOIUrl":"https://doi.org/10.58421/misro.v1i2.21","url":null,"abstract":"In the process of learning mathematics, especially geometry, teachers must pay attention to the level of ability possessed by students. Van Hiele suggests that there are five stages of thinking that students will go through in learning geometry: the visualization stage, the analysis stage, the informal deduction stage, the deduction stage, and the rigor stage. Each stage of thinking will be passed by students sequentially without passing any of the previous stages. This study aimed to identify and describe the geometric thinking stages of high school students. The first is based on van Hiele's theory. The research method used in this research is descriptive quantitative. This research was conducted at MTs (Madrasah Tsanawiyah) An-Nur, Cirebon City, with a population of 318 students and a sample of 72 students selected using a purposive sampling technique. The data collection technique used is in the form of a Van Hiele geometric thinking stage test with 25 multiple choice questions divided into five subtests. The results showed that 29.17% of students were in stage 1 (visualization), 25% of students were in stage 2 (analysis), and 6.94% of students were in stage 3 (informal deduction). There are still students who have not entered the van Hiele geometric thinking stage (at stage 0), namely 13.89%. As for the students who could not determine their van Hiele geometric thinking stage, as many as 25%. The highest stage achieved by students was stage 3 (informal deduction), so no student reached stage 4 (deduction) and stage 5 (rigor). In general, the geometric thinking stage of MTs (Madrasah Tsanawiyah) An-Nur students is at stage 1 of van Hiele's geometric thinking.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122809868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dariah, Arif Muchyidin, Toto Syatori Nasehudin, Article Info, Dariah Iain, Syekh Nurjati, IN Cirebon
This study aims to determine: 1) Student responses after the application of the Creative Problem Solving learning method; 2) Students' mathematics learning outcomes after using the Creative Problem Solving learning method; 3) Whether or not there are differences and the influence of the application of the Creative Problem Solving learning method on students' mathematics learning outcomes. This research is an experimental type of research, namely research that is used to find the effect of specific treatments on others under controlled conditions. The experiment was carried out with the object of research consisting of the experimental and control classes. The researcher used class X IPS 1 as the experimental class, which consisted of 30 students, and class X IPS 2 as the control class, which consisted of 32 students. Sampling was done by random cluster sampling. The results showed that the student's response to applying the Creative Problem Solving learning method was reasonable based on the results of the questionnaire data recapitulation, which showed an average number of 77.39% and was in solid criteria. Student learning outcomes by applying the Creative Problem Solving learning method are included in the excellent category, with the average score obtained by the experimental class students of 88.50. There were 29 students out of 30 who scored above the KKM set by the school, which was 67. Meanwhile, the average score for the control class only reached 76.75. The results of the t-test show differences in student learning outcomes using the Creative Problem Solving learning method with those using ordinary or conventional learning methods with a correlation value of 0.404, which can be said to have a moderate effect
{"title":"The Effect of Application of Creative Problem Solving Learning Methods on Students' Mathematics Learning Outcomes","authors":"Dariah, Arif Muchyidin, Toto Syatori Nasehudin, Article Info, Dariah Iain, Syekh Nurjati, IN Cirebon","doi":"10.58421/misro.v1i2.24","DOIUrl":"https://doi.org/10.58421/misro.v1i2.24","url":null,"abstract":"This study aims to determine: 1) Student responses after the application of the Creative Problem Solving learning method; 2) Students' mathematics learning outcomes after using the Creative Problem Solving learning method; 3) Whether or not there are differences and the influence of the application of the Creative Problem Solving learning method on students' mathematics learning outcomes. This research is an experimental type of research, namely research that is used to find the effect of specific treatments on others under controlled conditions. The experiment was carried out with the object of research consisting of the experimental and control classes. The researcher used class X IPS 1 as the experimental class, which consisted of 30 students, and class X IPS 2 as the control class, which consisted of 32 students. Sampling was done by random cluster sampling. The results showed that the student's response to applying the Creative Problem Solving learning method was reasonable based on the results of the questionnaire data recapitulation, which showed an average number of 77.39% and was in solid criteria. Student learning outcomes by applying the Creative Problem Solving learning method are included in the excellent category, with the average score obtained by the experimental class students of 88.50. There were 29 students out of 30 who scored above the KKM set by the school, which was 67. Meanwhile, the average score for the control class only reached 76.75. The results of the t-test show differences in student learning outcomes using the Creative Problem Solving learning method with those using ordinary or conventional learning methods with a correlation value of 0.404, which can be said to have a moderate effect","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116303868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nisa Triyatul Fitri, Arif Muchyidin, Reza Oktiana Akbar
This study aims to describe whether or not mastery of trigonometry affects students' ability to solve geometric problems in class X at SMAN Kadugede. The form of research used in this study is a quantitative research method. The research design used in this study is a one-shot case study, meaning that the treatment is applied to one experimental group, and then the dependent variable is measured. This design aims to determine a variable's effect on other variables effectively. The data collection instrument used was a test of mastery of trigonometric material and students' abilities in solving three-dimensional space problems. The population in this study was 253 students of class X; in this study, the authors took samples using the cluster random sampling technique with the object sampled in this study, namely class X 4, as many as 34 students at SMA Negeri 1 Kadugede. Analysis of the research data using linear regression test. Mastery of trigonometry material significantly influences mastery of three-dimensional space material. This is indicated by a significant value of 0.000 < 0.05 and the regression equation obtained is Y = 11.435 + 0.758 . The equation means that the ability to solve geometrical problems increases or increases by 0.758 times the mastery of trigonometry material, while the constant value of 11.435 states that if students do not have mastery of trigonometry material, then the ability to solve three-dimensional space problems is shallow. The results of the statistical test showed that there was an effect of mastery of trigonometry material on students' ability to solve three-dimensional problems.
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