This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.
{"title":"Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia","authors":"S. Suparman","doi":"10.58524/jasme.v1i2.45","DOIUrl":"https://doi.org/10.58524/jasme.v1i2.45","url":null,"abstract":"This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115016775","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}
S. Suherman, Revani Husain Setiawan, H. Herdian, B. S. Anggoro
STEM learning is a process of improving one's mathematical critical thinking skills in the twenty-first century. The study aimed to compare the mathematical skills of critical thinking between genders through STEM learning. The researchers employed the quasi-experiment design with 2 x 2 factorial designs and a simple random sampling technique. The research data were collected using tests to assess students' mathematical critical thinking skills. The normality, homogeneity, and hypothesis tests analysis were performed using two-way ANOVA. The research findings are as follows: (1) there were differences between STEM and conventional learning in mathematical critical thinking skills. STEM learning through technological integration is more effective than conventional learning; (2) there was a difference in the mathematical critical thinking skills results between male and female students, with female students having a higher ability to use critical thinking skills. It is expected that STEM learning can be used as a learning solution in the twenty-first century.
{"title":"21st century STEM education: An increase in mathematical critical thinking skills and gender through technological integration","authors":"S. Suherman, Revani Husain Setiawan, H. Herdian, B. S. Anggoro","doi":"10.58524/jasme.v1i2.29","DOIUrl":"https://doi.org/10.58524/jasme.v1i2.29","url":null,"abstract":"STEM learning is a process of improving one's mathematical critical thinking skills in the twenty-first century. The study aimed to compare the mathematical skills of critical thinking between genders through STEM learning. The researchers employed the quasi-experiment design with 2 x 2 factorial designs and a simple random sampling technique. The research data were collected using tests to assess students' mathematical critical thinking skills. The normality, homogeneity, and hypothesis tests analysis were performed using two-way ANOVA. The research findings are as follows: (1) there were differences between STEM and conventional learning in mathematical critical thinking skills. STEM learning through technological integration is more effective than conventional learning; (2) there was a difference in the mathematical critical thinking skills results between male and female students, with female students having a higher ability to use critical thinking skills. It is expected that STEM learning can be used as a learning solution in the twenty-first century.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121089161","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}
The number of student achievements in competition is one indicator to see the quality of learning in a school. This study aims to see the extent to which the application of cooperative learning in improving students' ability to face physics olympiad and other competitions. The sample consisted of 12 students who were prepared to compete and were taken from 3 different grade levels namely 10th grade, 11th grade, and 12th grade in one of the State Madrasah Aliyah (MAN) in Bandar Lampung City. The 12 students were divided into 2: 6 students in the experimental class and 6 in the control class. The study used a type of Quasi Experiment with the design of One Group Pretest-Posttest Design. Learning is done by applying three types of cooperative learning, namely Student Team Achievement Division (STAD), Jigsaw II type, and Teams Games Tournament (TGT) type with a total of 24 meetings. The results of the learning process are obtained from the results of the pre-test given to all students. In the pre-test, it was divided into 2 types, namely: Pre-test grub and Individual Pre-Test. Pre-Test grub is a test that answers questions quickly, precisely, and carefully. In the Pre-test grub, it is done by dividing 12 students into 4 grub (3 students/grub). Pre-Test grub is a simulation of LCT (Lomba Cepat Tepat). Pre-Test grub is an application of cooperative learning method type (TGT) which aims to train speed in answering questions correctly. Individual Pre-Test is Pre-Test which is done by giving students a question sheet to answer. Both types of Pre -Test are given 120 minutes each. After doing the Pre-Test, students test results were evaluated to find out the deficiencies in understanding. Furthermore, the re-learning process is given again in the form of repetition and reinforcement of material that is poorly understood before the Post-Test (grub and individual) is carried out. The results showed that there were differences in understanding the theory and test scores based on differences based on class level, the number of participants in learning activities, and the number of students practicing answering questions. The results of this study were then correlated with their achievements from the results of physics competitions at various events. The results showed that cooperative learning methods with 3 types, namely: type (STAD), type Jigsaw II, and type (TGT) can improve achievement in physics competitions. The conclusions of these results, obtained from the results of the scores on the grub or LCT competitions conducted at different times and places, and also from the results of the comparison of physics olympiad scores (individual competition). The results of this study show that the cooperative learning model has a positive impact on student achievement.
学生在比赛中取得的成绩是衡量一所学校学习质量的一个指标。本研究旨在了解合作学习的应用在提高学生面对物理奥林匹克等竞赛的能力方面的作用。样本由12名准备参加比赛的学生组成，他们来自楠榜市一所州立伊斯兰学校(MAN)的3个不同年级，即10年级、11年级和12年级。12名学生被分为2组:实验班6人，对照组6人。本研究采用一组前测后测设计的准实验。学习采用学生团队成就组(STAD)、拼图II (Jigsaw II)和团队游戏锦标赛(TGT)三种合作学习模式，共24次会议。学习过程的结果是从给所有学生的预测结果中获得的。在预测试中，分为2种类型，即:预测试grub和个体预测试。Pre-Test grub是一种快速、准确、仔细地回答问题的测试。在Pre-test grub中，将12个学生分成4个grub(3个学生/grub)。预测试grub是LCT (Lomba Cepat Tepat)的模拟。预试grub是合作学习方法(TGT)的一种应用，其目的是训练正确答题的速度。个人预试是通过给学生一张问题单来完成的。两种类型的预测试各有120分钟。在完成前测后，对学生的测试结果进行评估，找出理解上的不足。此外，在进行后测试(幼虫和个体)之前，再学习过程以重复和强化不理解的材料的形式再次进行。结果表明，班级水平、学习活动参与人数和练习答题人数的差异导致学生对理论和考试成绩的理解存在差异。这项研究的结果与他们在各种项目的物理竞赛中的成绩相关联。结果表明，采用STAD型、Jigsaw II型和TGT型3种类型的合作学习方法可以提高学生在物理竞赛中的成绩。这些结果的结论来自于在不同时间和地点进行的grub或LCT比赛的成绩结果，以及物理奥林匹克比赛(个人比赛)的成绩比较结果。本研究结果显示，合作学习模式对学生成绩有正向影响。
{"title":"Cooperative learning implementation to improve an achievements of students on science competition","authors":"Durrul Jauhariyah, Dardiri Dardiri, Andika Eko Prasetiyo, Fitria Lestari, Jutamat Sutduean, Thanaporn Sriyakul","doi":"10.58524/jasme.v1i2.39","DOIUrl":"https://doi.org/10.58524/jasme.v1i2.39","url":null,"abstract":"The number of student achievements in competition is one indicator to see the quality of learning in a school. This study aims to see the extent to which the application of cooperative learning in improving students' ability to face physics olympiad and other competitions. The sample consisted of 12 students who were prepared to compete and were taken from 3 different grade levels namely 10th grade, 11th grade, and 12th grade in one of the State Madrasah Aliyah (MAN) in Bandar Lampung City. The 12 students were divided into 2: 6 students in the experimental class and 6 in the control class. The study used a type of Quasi Experiment with the design of One Group Pretest-Posttest Design. Learning is done by applying three types of cooperative learning, namely Student Team Achievement Division (STAD), Jigsaw II type, and Teams Games Tournament (TGT) type with a total of 24 meetings. The results of the learning process are obtained from the results of the pre-test given to all students. In the pre-test, it was divided into 2 types, namely: Pre-test grub and Individual Pre-Test. Pre-Test grub is a test that answers questions quickly, precisely, and carefully. In the Pre-test grub, it is done by dividing 12 students into 4 grub (3 students/grub). Pre-Test grub is a simulation of LCT (Lomba Cepat Tepat). Pre-Test grub is an application of cooperative learning method type (TGT) which aims to train speed in answering questions correctly. Individual Pre-Test is Pre-Test which is done by giving students a question sheet to answer. Both types of Pre -Test are given 120 minutes each. After doing the Pre-Test, students test results were evaluated to find out the deficiencies in understanding. Furthermore, the re-learning process is given again in the form of repetition and reinforcement of material that is poorly understood before the Post-Test (grub and individual) is carried out. The results showed that there were differences in understanding the theory and test scores based on differences based on class level, the number of participants in learning activities, and the number of students practicing answering questions. The results of this study were then correlated with their achievements from the results of physics competitions at various events. The results showed that cooperative learning methods with 3 types, namely: type (STAD), type Jigsaw II, and type (TGT) can improve achievement in physics competitions. The conclusions of these results, obtained from the results of the scores on the grub or LCT competitions conducted at different times and places, and also from the results of the comparison of physics olympiad scores (individual competition). The results of this study show that the cooperative learning model has a positive impact on student achievement.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128246729","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}
Luthvia Zahra, B. S. Anggoro, T. Wijaya, S. Widyawati
This research was conducted at SMP Negeri 32 Bandar Lampung to determine the influence of the Probing-Prompting learning model toward students' mathematical reflective thinking skills on the relations and functions learning materials. The researchers employed the quasi-experimental design. The research data was collected through a description test. This research was conducted on the eighth-grade students of SMP Negeri 32 Bandar Lampung. The samples consisted of sixty students determined using the cluster random sampling technique. Based on the Two-Way ANOVA test, the Probing-Prompting learning model significantly affected students' mathematical reflective thinking. Therefore, the learning model influenced the students' mathematical reflective thinking skills on the relations and functions learning materials.
{"title":"The influence of probing-prompting learning model toward students’ mathematical reflective thinking skills","authors":"Luthvia Zahra, B. S. Anggoro, T. Wijaya, S. Widyawati","doi":"10.58524/jasme.v1i2.58","DOIUrl":"https://doi.org/10.58524/jasme.v1i2.58","url":null,"abstract":"This research was conducted at SMP Negeri 32 Bandar Lampung to determine the influence of the Probing-Prompting learning model toward students' mathematical reflective thinking skills on the relations and functions learning materials. The researchers employed the quasi-experimental design. The research data was collected through a description test. This research was conducted on the eighth-grade students of SMP Negeri 32 Bandar Lampung. The samples consisted of sixty students determined using the cluster random sampling technique. Based on the Two-Way ANOVA test, the Probing-Prompting learning model significantly affected students' mathematical reflective thinking. Therefore, the learning model influenced the students' mathematical reflective thinking skills on the relations and functions learning materials.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127282456","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 aimed to determine the effect of the NHT (Numbered Head Together) cooperative learning model on mathematical problem-solving abilities in terms of students' mathematical prior knowledge. The researchers employed quasi-experimental research and collected the mathematical problem-solving data using a description test. At the same time, the researchers investigated students’ mathematical prior knowledge using the mid-semester examination (UTS) scores. The hypothesis was tested using the two-way ANOVA with unequal cells. The results showed that the NHT learning model provided better problem-solving skills than the direct learning model. The category of students' prior knowledge also affected their mathematical problem-solving abilities. Therefore, teachers should pay attention to the prior knowledge possessed by students so that an appropriate learning model can be selected.
{"title":"Mathematical problem-solving ability: The effect of numbered head together (NHT) model and mathematical prior knowledge","authors":"R. Widyastuti","doi":"10.58524/jasme.v1i2.53","DOIUrl":"https://doi.org/10.58524/jasme.v1i2.53","url":null,"abstract":"This study aimed to determine the effect of the NHT (Numbered Head Together) cooperative learning model on mathematical problem-solving abilities in terms of students' mathematical prior knowledge. The researchers employed quasi-experimental research and collected the mathematical problem-solving data using a description test. At the same time, the researchers investigated students’ mathematical prior knowledge using the mid-semester examination (UTS) scores. The hypothesis was tested using the two-way ANOVA with unequal cells. The results showed that the NHT learning model provided better problem-solving skills than the direct learning model. The category of students' prior knowledge also affected their mathematical problem-solving abilities. Therefore, teachers should pay attention to the prior knowledge possessed by students so that an appropriate learning model can be selected.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"303 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115952695","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 aimed to determine 1) the influence application of the MASTER learning model (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) based on Edutainment on students' mathematical connection skills in terms of learning motivation; 2) the influence of students' learning motivation on mathematical connection skills; and 3) the interaction between the groups of learning models (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on students' mathematical connection skills. A quantitative research method with a quasi-experimental design was used in this study. The sample of the study was determined using cluster random sampling. The hypothesis was tested using two ways analysis of variance of unequal cells, provided that the data must be normally distributed and homogeneous. The results of the study show that 1) there was an influence of the MASTER learning model based on Edutainment on mathematical connection skills; 2) there was an influence of learning motivation on mathematical connection skills; and (3) there was no interaction between the groups of learning model (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on mathematical connection skills.
{"title":"The MASTER (Motivating, Acquiring, Searching, Triggering, Exhibiting, Reflecting) Learning Model Based on Edutainment and Motivation: the Impact and Interaction on Mathematical Connections Skills","authors":"Suparti Suparti, N. Netriwati","doi":"10.58524/jasme.v1i1.5","DOIUrl":"https://doi.org/10.58524/jasme.v1i1.5","url":null,"abstract":"This study aimed to determine 1) the influence application of the MASTER learning model (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) based on Edutainment on students' mathematical connection skills in terms of learning motivation; 2) the influence of students' learning motivation on mathematical connection skills; and 3) the interaction between the groups of learning models (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on students' mathematical connection skills. A quantitative research method with a quasi-experimental design was used in this study. The sample of the study was determined using cluster random sampling. The hypothesis was tested using two ways analysis of variance of unequal cells, provided that the data must be normally distributed and homogeneous. The results of the study show that 1) there was an influence of the MASTER learning model based on Edutainment on mathematical connection skills; 2) there was an influence of learning motivation on mathematical connection skills; and (3) there was no interaction between the groups of learning model (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on mathematical connection skills.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"1058 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116286384","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 aimed to determine the effectiveness of the contextual approach in improving students' algebraic arithmetic operations. This research is a Classroom Action Research (CAR) conducted in two cycles with each cycle consisting of two meetings. Data collecting techniques conducted in each cycle were tests and observation. The data analysis was performed on students' learning outcomes and the results of observations. Based on the analysis performed in the first cycle, students had poor learning outcomes in algebraic arithmetic operations. After improvements were made in the second cycle, there was an increase in the students’ test results. Furthermore, the observations obtained a percentage increase in student activity between the first cycle and the second cycle. This study shows that the contextual approach is quite effective in improving the understanding of the seventh-grade students in algebraic arithmetic operations.
{"title":"The Effectiveness of Contextual Approach on Students' Comprehension Ability","authors":"Ngaderi Ngaderi, Mentari Eka Wahyuni","doi":"10.58524/jasme.v1i1.12","DOIUrl":"https://doi.org/10.58524/jasme.v1i1.12","url":null,"abstract":"This study aimed to determine the effectiveness of the contextual approach in improving students' algebraic arithmetic operations. This research is a Classroom Action Research (CAR) conducted in two cycles with each cycle consisting of two meetings. Data collecting techniques conducted in each cycle were tests and observation. The data analysis was performed on students' learning outcomes and the results of observations. Based on the analysis performed in the first cycle, students had poor learning outcomes in algebraic arithmetic operations. After improvements were made in the second cycle, there was an increase in the students’ test results. Furthermore, the observations obtained a percentage increase in student activity between the first cycle and the second cycle. This study shows that the contextual approach is quite effective in improving the understanding of the seventh-grade students in algebraic arithmetic operations.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117276807","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 aimed to determine whether 1) ARIAS learning model affected critical thinking skills; 2) students’ learning interest category (high, medium, and low) affected critical thinking skills; and 3) there is an interaction between the learning model groups and the learning interest groups on critical thinking skills. This research was a quasi-experimental research with a 2 X 3 factorial research design. The instruments used to collect the data were a critical thinking test and a learning interest questionnaire. The data analysis technique used in this research was the analysis of the two-way variance of two unequal cell paths. According to the results of research and discussion, it was found that 1) there was an effect of the ARIAS learning model on students’ critical thinking skills; 2) students’ learning interest did not affect their critical thinking skills; 3) there was no interaction between the ARIAS learning model and learning interest on critical thinking skills.
{"title":"ARIAS (Assurance, Relevance, Interest, Assessment, and Satisfaction) Learning Model and Learning Interest: How does it affect Critical Thinking?","authors":"W. Wawan, Tubagus Pamungkas","doi":"10.58524/jasme.v1i1.11","DOIUrl":"https://doi.org/10.58524/jasme.v1i1.11","url":null,"abstract":"This study aimed to determine whether 1) ARIAS learning model affected critical thinking skills; 2) students’ learning interest category (high, medium, and low) affected critical thinking skills; and 3) there is an interaction between the learning model groups and the learning interest groups on critical thinking skills. This research was a quasi-experimental research with a 2 X 3 factorial research design. The instruments used to collect the data were a critical thinking test and a learning interest questionnaire. The data analysis technique used in this research was the analysis of the two-way variance of two unequal cell paths. According to the results of research and discussion, it was found that 1) there was an effect of the ARIAS learning model on students’ critical thinking skills; 2) students’ learning interest did not affect their critical thinking skills; 3) there was no interaction between the ARIAS learning model and learning interest on critical thinking skills.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128703457","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}
Poor observation skills and scientific attitudes are important factors to note. One of the external factors affecting the problems is the lack of innovative learning models used by teachers. The Process Oriented Guided Inquiry Learning (POGIL) learning model is one of the models that can be used to solve this problem. This research aimed to determine whether the POGIL learning model affects students' observation skills, scientific attitudes, and observation skills and scientific attitudes. The research method used was quasi-experimental with a posttest-only control group design. The research subjects were determined through cluster random sampling technique. The research instruments used were observation sheets and scientific attitudes questionnaires. The obtained data were analyzed using parametric statistics of Multivariate Analysis of Variance (MANOVA). The results showed that the POGIL learning model presented positive effects on 1) students' observation skills, 2) students' scientific attitudes, and 3) students' observation skills and scientific attitudes.
不良的观察技巧和科学态度是需要注意的重要因素。造成这些问题的外部因素之一是教师缺乏创新的学习模式。面向过程的指导性探究学习(POGIL)学习模型是解决这一问题的模型之一。本研究旨在确定POGIL学习模式是否影响学生的观察技能和科学态度，以及观察技能和科学态度。研究方法为准实验，采用纯后测对照组设计。研究对象采用整群随机抽样方法确定。研究工具为观察表和科学态度问卷。采用多元方差分析(Multivariate Analysis of Variance, MANOVA)的参数统计方法对所得数据进行分析。结果表明，POGIL学习模式对1)学生观察技能、2)学生科学态度、3)学生观察技能和科学态度均有正向影响。
{"title":"POGIL (Process Oriented Guided Inquiry Learning) Learning Model: How Does it Influence Students' Observation Skills and Scientific Attitudes?","authors":"Fira Fitria, N. Hidayah","doi":"10.58524/jasme.v1i1.6","DOIUrl":"https://doi.org/10.58524/jasme.v1i1.6","url":null,"abstract":"Poor observation skills and scientific attitudes are important factors to note. One of the external factors affecting the problems is the lack of innovative learning models used by teachers. The Process Oriented Guided Inquiry Learning (POGIL) learning model is one of the models that can be used to solve this problem. This research aimed to determine whether the POGIL learning model affects students' observation skills, scientific attitudes, and observation skills and scientific attitudes. The research method used was quasi-experimental with a posttest-only control group design. The research subjects were determined through cluster random sampling technique. The research instruments used were observation sheets and scientific attitudes questionnaires. The obtained data were analyzed using parametric statistics of Multivariate Analysis of Variance (MANOVA). The results showed that the POGIL learning model presented positive effects on 1) students' observation skills, 2) students' scientific attitudes, and 3) students' observation skills and scientific attitudes.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128918660","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}
The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model.
{"title":"Problem-Based Learning (PBL) Model: How Does It Influence Metacognitive Skills and Independent Learning?","authors":"Vina Nopia Saputri, A. D. Kesumawardani","doi":"10.58524/jasme.v1i1.18","DOIUrl":"https://doi.org/10.58524/jasme.v1i1.18","url":null,"abstract":"The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model. ","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115033772","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：