Venny Siti Hardyanti, Hanny Lateef, Sagir Adamu Abbas
Purpose of the study: to determine the influence of teacher teaching creativity on student learning outcomes in the first semester of fifth grade mathematics in elementary schools. Methodology: The method used is quantitative with a quantitative descriptive research design, data analysis using inductive statistics with research instruments, namely interviews, observation questionnaires and documentation. Main Findings: The results of this research show the teaching creativity of Class V Mathematics Teachers at Sdit Rabbi Radhiyya. does not have a big influence on the learning outcomes of students in the first semester of class V in mathematics, this can be seen from the results of the data analysis obtained, namely 0.174. It is very evident that in the learning process teachers still use the lecture method. Novelty/Originality of this study: It is hoped that this research can provide information for readers and interested parties in knowing the influence of teacher teaching creativity on student learning achievement.
{"title":"The Influence of Teacher Teaching Creativity on Student Learning Outcomes in Mathematics Subjects","authors":"Venny Siti Hardyanti, Hanny Lateef, Sagir Adamu Abbas","doi":"10.37251/ijome.v1i2.778","DOIUrl":"https://doi.org/10.37251/ijome.v1i2.778","url":null,"abstract":"Purpose of the study: to determine the influence of teacher teaching creativity on student learning outcomes in the first semester of fifth grade mathematics in elementary schools. Methodology: The method used is quantitative with a quantitative descriptive research design, data analysis using inductive statistics with research instruments, namely interviews, observation questionnaires and documentation. Main Findings: The results of this research show the teaching creativity of Class V Mathematics Teachers at Sdit Rabbi Radhiyya. does not have a big influence on the learning outcomes of students in the first semester of class V in mathematics, this can be seen from the results of the data analysis obtained, namely 0.174. It is very evident that in the learning process teachers still use the lecture method. Novelty/Originality of this study: It is hoped that this research can provide information for readers and interested parties in knowing the influence of teacher teaching creativity on student learning achievement.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"90 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164026","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}
Renta Sari, Idris Ibrahim Omeiza, Monica Asagwile Mwakifuna
Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education. Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics. Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts. Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.
{"title":"The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education","authors":"Renta Sari, Idris Ibrahim Omeiza, Monica Asagwile Mwakifuna","doi":"10.37251/ijome.v1i2.776","DOIUrl":"https://doi.org/10.37251/ijome.v1i2.776","url":null,"abstract":"Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education. Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics. Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts. Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"35 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163620","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}
Purpose of the study: The aim of this research is to determine the increase in student learning outcomes in mathematics subjects, the subject of relationships between units, after implementing the Numbered Head Together (NHT) cooperative learning model for students. Methodology:This research uses Classroom Action Research. The research subjects in this study were third grade elementary school students. The research instruments are test questions, interview guide sheets, and observation guide sheets. Main Findings: The research results obtained in the first cycle were 8 students or 34.78% of students who completed their studies and 15 students or 65.21% who had not completed their studies with an average score of 49.13. In cycle II the number of students who completed increased to 16 students or 66.7% and those who had not completed decreased to 8 students or 33.3% with an average score of 62.5. In the implementation of cycle III, the number of students who completed it reached 22 students or 91.67% and only 2 students or 8.3% did not complete it with an average score of 85.20. Novelty/Originality of this study: The novelty of this research is the latest in this research is the selection of learning models, especially the Numbered Head Together (NHT) cooperative learning model. Through this NHT type cooperative learning model, students can freely express their opinions and learn to respect other people's opinions while still referring to the material and learning objectives so that they can improve student learning outcomes.
{"title":"Application of the Numbered Head Together Type Cooperative Learning Model to Improve Student Learning Outcomes in Mathematics Subjects","authors":"Langga Cintia Dessi, Mansi Shah","doi":"10.37251/ijome.v1i2.773","DOIUrl":"https://doi.org/10.37251/ijome.v1i2.773","url":null,"abstract":"Purpose of the study: The aim of this research is to determine the increase in student learning outcomes in mathematics subjects, the subject of relationships between units, after implementing the Numbered Head Together (NHT) cooperative learning model for students. Methodology:This research uses Classroom Action Research. The research subjects in this study were third grade elementary school students. The research instruments are test questions, interview guide sheets, and observation guide sheets. Main Findings: The research results obtained in the first cycle were 8 students or 34.78% of students who completed their studies and 15 students or 65.21% who had not completed their studies with an average score of 49.13. In cycle II the number of students who completed increased to 16 students or 66.7% and those who had not completed decreased to 8 students or 33.3% with an average score of 62.5. In the implementation of cycle III, the number of students who completed it reached 22 students or 91.67% and only 2 students or 8.3% did not complete it with an average score of 85.20. Novelty/Originality of this study: The novelty of this research is the latest in this research is the selection of learning models, especially the Numbered Head Together (NHT) cooperative learning model. Through this NHT type cooperative learning model, students can freely express their opinions and learn to respect other people's opinions while still referring to the material and learning objectives so that they can improve student learning outcomes.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165884","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}
Purpose of the study: The current research aims to determine student learning outcomes in class VII which are improved through the application of a decision-making model, namely the consideration model. Methodology: This research uses the classroom action research method, the sample involved in this research is class VII students. There are several research procedures that will be carried out, namely: planning, action, observation, and reflection. The quantitative data analysis technique is descriptive statistical analysis, while qualitative data is assessed verbally when observing the learning process. Main Findings: Based on the results of research and descriptive analysis, the average value of mathematics learning outcomes after implementing the Consideration Model in cycle I was 64.80. Meanwhile, the average value of learning outcomes after implementing the Consideration Model in cycle II was 77.83. Class VII students' mathematics learning outcomes have increased. This increase is caused by the learning techniques used which can increase student activity and reduce student tension in learning mathematics. Novelty/Originality of this study: Previous research aimed to determine the model of consideration and value clarification in improving affective abilities. Meanwhile, this research is new in improving students' mathematics learning outcomes through the consideration model.
{"title":"Improving Mathematics Learning Outcomes Through the Consideration Model for Class VII Students","authors":"Fitriah Fitriah, Asanre Akorede, Emmanuel Agyei","doi":"10.37251/ijome.v1i2.771","DOIUrl":"https://doi.org/10.37251/ijome.v1i2.771","url":null,"abstract":"Purpose of the study: The current research aims to determine student learning outcomes in class VII which are improved through the application of a decision-making model, namely the consideration model. Methodology: This research uses the classroom action research method, the sample involved in this research is class VII students. There are several research procedures that will be carried out, namely: planning, action, observation, and reflection. The quantitative data analysis technique is descriptive statistical analysis, while qualitative data is assessed verbally when observing the learning process. Main Findings: Based on the results of research and descriptive analysis, the average value of mathematics learning outcomes after implementing the Consideration Model in cycle I was 64.80. Meanwhile, the average value of learning outcomes after implementing the Consideration Model in cycle II was 77.83. Class VII students' mathematics learning outcomes have increased. This increase is caused by the learning techniques used which can increase student activity and reduce student tension in learning mathematics. Novelty/Originality of this study: Previous research aimed to determine the model of consideration and value clarification in improving affective abilities. Meanwhile, this research is new in improving students' mathematics learning outcomes through the consideration model.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163868","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}
Purpose of the study: This research aims to improve mathematics learning outcomes in multiplication calculation operations using Napier bone teaching aids so that an active, creative, enjoyable learning process can be produced and ultimately complete learning outcomes can be achieved. Methodology:This research was conducted using mixed methods, namely quantitative methods and qualitative methods. The qualitative method was carried out using a type of classroom action research. Meanwhile, quantitative methods use observation techniques, and formative tests are analyzed using descriptive techniques. The sample for this research was 33 fourth grade elementary school students, consisting of 16 boys and 17 girls. The sampling technique uses simple random sampling. Data analysis techniques use percentage statistics and qualitative using miles and huberman. Main Findings: The results of observations carried out in cycle I followed by a formal test showed data in the form of a class average result of 45.75. In cycle II the average student formal test result was 61.21 and the difference between cycles I and II proved that there was an increase in student learning outcomes. In cycle III the average formal test result was 72.12. Meanwhile, the students' achievement of the Minimum Completeness Criteria ) has been achieved in accordance with the class KKM achievement standard, namely 87.9%. Novelty/Originality of this study: The novelty of this research is that it is a means of creating interesting activities and games that encourage direct learning and foster a deeper understanding of multiplication.
研究目的本研究旨在利用纳皮尔骨质教具提高乘法计算运算的数学学习成果，从而产生一个积极的、创造性的、愉快的学习过程，最终实现完整的学习成果。 研究方法：本研究采用混合方法，即定量方法和定性方法。定性方法是通过一种课堂行动研究来进行的。同时，定量方法使用观察技术，形成性测试使用描述性技术进行分析。本研究的样本为 33 名四年级小学生，其中男生 16 人，女生 17 人。抽样技术采用简单随机抽样。数据分析技术采用百分比统计法，定性分析采用 miles 和 huberman 方法。 主要结论：第一阶段的观察结果显示，班级平均成绩为 45.75。在周期 II 中，学生正式测试的平均成绩为 61.21，周期 I 和周期 II 之间的差异证明学生的学习成绩有所提高。在周期 III 中，正式测试的平均成绩为 72.12。同时，学生的 "最低完成标准"（Minimum Completeness Criteria ）达到了班级 KKM 成绩标准，即 87.9%。 本研究的新颖性/原创性：本研究的新颖性在于它是一种创造有趣的活动和游戏的手段，鼓励学生直接学习并加深对乘法的理解。
{"title":"Efforts to Improve Mathematics Learning Outcomes Using Napier Bone Teaching Aids for Elementary School Students","authors":"Ahmad Alfiyan Fakhroni, Zutaah Puotier","doi":"10.37251/ijome.v1i2.779","DOIUrl":"https://doi.org/10.37251/ijome.v1i2.779","url":null,"abstract":"Purpose of the study: This research aims to improve mathematics learning outcomes in multiplication calculation operations using Napier bone teaching aids so that an active, creative, enjoyable learning process can be produced and ultimately complete learning outcomes can be achieved. Methodology:This research was conducted using mixed methods, namely quantitative methods and qualitative methods. The qualitative method was carried out using a type of classroom action research. Meanwhile, quantitative methods use observation techniques, and formative tests are analyzed using descriptive techniques. The sample for this research was 33 fourth grade elementary school students, consisting of 16 boys and 17 girls. The sampling technique uses simple random sampling. Data analysis techniques use percentage statistics and qualitative using miles and huberman. Main Findings: The results of observations carried out in cycle I followed by a formal test showed data in the form of a class average result of 45.75. In cycle II the average student formal test result was 61.21 and the difference between cycles I and II proved that there was an increase in student learning outcomes. In cycle III the average formal test result was 72.12. Meanwhile, the students' achievement of the Minimum Completeness Criteria ) has been achieved in accordance with the class KKM achievement standard, namely 87.9%. Novelty/Originality of this study: The novelty of this research is that it is a means of creating interesting activities and games that encourage direct learning and foster a deeper understanding of multiplication.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167413","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}
D. D. Yohanie, Gloria A. Botchway, Alakanani A. Nkhwalume, Mohammed Arrazaki
This type of research is quantitative research. This study used document analysis, interviews and evidence problem solving task instruments. Qualitative data analysis was carried out interactively. The results of this study are the thinking processes of 2nd semester Mathematics Education students who have high learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven. The thinking process of 2nd semester Mathematics Education students who have moderate learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequence as what must be proven. The thinking process of 2nd semester Mathematics Education students who have low learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entering phase of the thinking process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven
{"title":"Thinking Process of Mathematics Education Students in Problem Solving Proof","authors":"D. D. Yohanie, Gloria A. Botchway, Alakanani A. Nkhwalume, Mohammed Arrazaki","doi":"10.37251/ijome.v1i1.611","DOIUrl":"https://doi.org/10.37251/ijome.v1i1.611","url":null,"abstract":"This type of research is quantitative research. This study used document analysis, interviews and evidence problem solving task instruments. Qualitative data analysis was carried out interactively. The results of this study are the thinking processes of 2nd semester Mathematics Education students who have high learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven. The thinking process of 2nd semester Mathematics Education students who have moderate learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequence as what must be proven. The thinking process of 2nd semester Mathematics Education students who have low learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entering phase of the thinking process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127285586","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 aims of this study were: (1) to find out the characteristics of misconceptions, and (2) to find out the causes of misconceptions in class XI students in the 2013/2014 academic year on the equation of a circle and the equation of a tangent line. circle seen from the readiness and learning styles of students. Qualitative research was applied in this research. The research subjects were eleventh grade students of SMA Negeri 3 Surakarta. Data sources were taken from informants (students), documentation (questionnaire), and tests. Data collection was carried out using interviews, diagnostic tests, and questionnaires. Data validity uses source triangulation. Data analysis uses the concept of Miles and Huberman, namely data collection, data reduction, data presentation, and drawing conclusions.
从学生的准备情况和学习方式来看。本研究采用定性研究方法。研究对象为泗水市SMA Negeri 3中学的高二学生。数据来源来自举报人(学生)、文件(问卷)和测试。通过访谈、诊断测试和问卷调查进行数据收集。数据有效性使用源三角测量。数据分析采用Miles和Huberman的概念，即数据收集、数据还原、数据呈现、得出结论。
{"title":"Analysis of Student's Misconceptions in The Subject Material Circle in View of Learning Readiness and Student's Think Style","authors":"Endang Purwati Wardani, Abayneh Kebede Fantaye, Jimoh Azeez Ade, Mervis Kikonko","doi":"10.37251/ijome.v1i1.612","DOIUrl":"https://doi.org/10.37251/ijome.v1i1.612","url":null,"abstract":"The aims of this study were: (1) to find out the characteristics of misconceptions, and (2) to find out the causes of misconceptions in class XI students in the 2013/2014 academic year on the equation of a circle and the equation of a tangent line. circle seen from the readiness and learning styles of students. Qualitative research was applied in this research. The research subjects were eleventh grade students of SMA Negeri 3 Surakarta. Data sources were taken from informants (students), documentation (questionnaire), and tests. Data collection was carried out using interviews, diagnostic tests, and questionnaires. Data validity uses source triangulation. Data analysis uses the concept of Miles and Huberman, namely data collection, data reduction, data presentation, and drawing conclusions.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134451952","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}
Novan Hardi, Isaac Daniel Tambo, O. Fabelurin, Bounmy Khaminsou
This research is a qualitative research using a case study research design. The subjects in this study were students of class VIII even semester at SMP Negeri 2 Bayan which consisted of one class. The interview guideline instrument was in the form of a question guide used by researchers to gather information on students' conceptions of: (1) the definition of cubes and blocks and (2) the elements of cubes and blocks. Qualitative data analysis is carried out interactively and continues continuously until complete, so that the data is saturated. Data analysis techniques in this study used the Miles and Huberman methods. The results of this study are the conception of class VIII students of SMP Negeri 2 Bayan who have a field dependent (FD) Cognitive Style in stating the definition of cubes and blocks by stating that cubes are geometric shapes that have the same sides and blocks are geometric shapes that have unequal sides, by declaring that a cube is a geometric shape that has 6 square sides while a beam is a geometric shape formed from a combination of squares and rectangles, by stating that a cube is a figure whose sides are the same while a block is a figure that has length , width, and height.
本研究是采用案例研究设计的定性研究。本研究的对象为巴彦中学八班，共一个班。访谈指南工具以问题指南的形式被研究者用来收集学生的概念信息:(1)立方体和块的定义(2)立方体和块的元素。定性数据分析以交互方式进行，并持续进行，直至完成，使数据达到饱和。本研究的数据分析技术采用了Miles和Huberman方法。这项研究的结果是八年级的学生的概念SMP Negeri 2巴有场依赖(FD)认知风格在多维数据集的定义和声明称立方体块的几何形状,有相同的双方和块几何形状不平等,通过宣布一个多维数据集是一个几何形状,有6平方边梁时形成的几何形状的广场和矩形,通过说明立方体是一个有相同边的图形，而块是一个有长、宽、高的图形。
{"title":"Students' Conceptions About Flat Side Space Materials Viewed From The Cognitive Styles of Students in Junior High School","authors":"Novan Hardi, Isaac Daniel Tambo, O. Fabelurin, Bounmy Khaminsou","doi":"10.37251/ijome.v1i1.610","DOIUrl":"https://doi.org/10.37251/ijome.v1i1.610","url":null,"abstract":"This research is a qualitative research using a case study research design. The subjects in this study were students of class VIII even semester at SMP Negeri 2 Bayan which consisted of one class. The interview guideline instrument was in the form of a question guide used by researchers to gather information on students' conceptions of: (1) the definition of cubes and blocks and (2) the elements of cubes and blocks. Qualitative data analysis is carried out interactively and continues continuously until complete, so that the data is saturated. Data analysis techniques in this study used the Miles and Huberman methods. The results of this study are the conception of class VIII students of SMP Negeri 2 Bayan who have a field dependent (FD) Cognitive Style in stating the definition of cubes and blocks by stating that cubes are geometric shapes that have the same sides and blocks are geometric shapes that have unequal sides, by declaring that a cube is a geometric shape that has 6 square sides while a beam is a geometric shape formed from a combination of squares and rectangles, by stating that a cube is a figure whose sides are the same while a block is a figure that has length , width, and height.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130583696","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}
Bayu Pamungkas, Ifeanyi Sunday Onah, N. Hamzah, Bernadett Aradi
The type of research used in this research is qualitative research. The subjects in this study were students in class VIII A and VIII I of SMP Negeri 9 Surakarta, which consisted of six students. The sampling technique in this study used a purposive sampling technique. The instruments used in this research are interview sheets and test instruments. Qualitative data analysis techniques in this study used the Miles and Huberman method which included data collection, data reduction, data presentation, and drawing conclusions. The results of this study are that the level of critical thinking that can be achieved by research subjects with low mathematical abilities is critical thinking level 1 with characteristics of low mathematical ability in solving mathematical problems on the circumference and area of a circle. Furthermore, the level of critical thinking that can be achieved by research subjects with moderate mathematical abilities is critical thinking level 2. The level of critical thinking that can be achieved by research subjects with high mathematical abilities is critical thinking level 3.
{"title":"Analysis of Critical Thinking Level of Students in Surrounding and Area of Circle Based on Elder and Paul's Critical Thinking Theory in View Of Students' Mathematical Ability","authors":"Bayu Pamungkas, Ifeanyi Sunday Onah, N. Hamzah, Bernadett Aradi","doi":"10.37251/ijome.v1i1.609","DOIUrl":"https://doi.org/10.37251/ijome.v1i1.609","url":null,"abstract":"The type of research used in this research is qualitative research. The subjects in this study were students in class VIII A and VIII I of SMP Negeri 9 Surakarta, which consisted of six students. The sampling technique in this study used a purposive sampling technique. The instruments used in this research are interview sheets and test instruments. Qualitative data analysis techniques in this study used the Miles and Huberman method which included data collection, data reduction, data presentation, and drawing conclusions. The results of this study are that the level of critical thinking that can be achieved by research subjects with low mathematical abilities is critical thinking level 1 with characteristics of low mathematical ability in solving mathematical problems on the circumference and area of a circle. Furthermore, the level of critical thinking that can be achieved by research subjects with moderate mathematical abilities is critical thinking level 2. The level of critical thinking that can be achieved by research subjects with high mathematical abilities is critical thinking level 3.","PeriodicalId":268663,"journal":{"name":"Interval: Indonesian Journal of Mathematical Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127511853","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}
N. Rahmawati, Ziadoon Otaiwi, W. Nakkhasen, Nhãn Phan Thãnh
The purpose of this study is to see an increase in mathematics learning activity through the cooperative learning model of the numbered heads together type in class VIID students of SMP Negeri 14 Surakarta. This study uses a type of classroom action research. The subjects in this study were teachers and students of class VIID at SMP Negeri 14 Surakarta. This study consisted of 3 cycles, namely cycle 1, cycle II, and cycle III. Sources of data in this study were obtained from observation sheets of students' learning activities in cycle I, cycle II, and cycle III, observation sheets of the learning process recorded by observers, teacher and student information, places and events where the learning process took place. This research is expected to contribute to schools or in the field of education. The results of this study are that there is an increase in students' mathematics learning activities through the application of the Numbered Heads Together (NHT) cooperative learning model in learning mathematics.
本研究的目的是观察在Surakarta的SMP Negeri 14的VIID班学生中，透过编号头像的合作学习模式，数学学习活动的增加。本研究采用了一种课堂行动研究。本研究的对象为泗水小学14年级VIID班的师生。本研究包括3个周期，即第1周期、第2周期和第3周期。本研究的数据来源为:第一、第二、第三周期学生学习活动观察表、观察者记录的学习过程观察表、师生信息、学习过程发生的地点和事件。这项研究可望对学校或教育领域有所贡献。本研究的结果是，通过在数学学习中应用NHT合作学习模式，学生的数学学习活动有所增加。
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