Pub Date : 2022-03-29DOI: 10.22460/jiml.v5i1.10227
Sigit Mulqiyono, W. Hidayat, E. Rohaeti
This study aims to develop teaching material in the form of a mathematics learning module on SPLDV material and to improve students' metacognitive abilities and also students' learning independence. This research was conducted in four junior high schools as a place for the initial field test, the main field test, and the operational field test. The indicator of the success of this research is seen from the level of validation given by the validator, namely material experts and media experts of 75%. As for the success of learning, it can be seen from the significance obtained from the statistical test results from the results of the metacognitive ability test and student learning independence questionnaire. The results of this development research showed that: 1) The results of the validation test of the two experts found that the teaching materials developed were in good classification with a percentage of 89.4% for material experts and 83.3% for media experts. This means that the teaching materials meet the classification to good practice and implementation. So it is feasible to use and be tested. 2) At the product trial stage, students' responses to the teaching materials were quite good with a percentage of 81.28% for the initial field trial and 83.01% for the main field test. Student responses to learning using the teaching materials that were developed also had good criteria at the time of operational trials with a percentage of 78%, 3) from the results of statistical tests with a significance level of 0.05, metacognitive abilities, and student learning independence using the developed teaching materials had increased. significant. So that the development of teaching materials can affect the mastery of students' mathematical and affective abilities.
{"title":"Developing Mathematics Teaching Materials on SPLDV Materials by Combining The Scientific Approach And The RME Approach To Improve Metacognitive Ability and Learning Independence of Junior High School Students","authors":"Sigit Mulqiyono, W. Hidayat, E. Rohaeti","doi":"10.22460/jiml.v5i1.10227","DOIUrl":"https://doi.org/10.22460/jiml.v5i1.10227","url":null,"abstract":"This study aims to develop teaching material in the form of a mathematics learning module on SPLDV material and to improve students' metacognitive abilities and also students' learning independence. This research was conducted in four junior high schools as a place for the initial field test, the main field test, and the operational field test. The indicator of the success of this research is seen from the level of validation given by the validator, namely material experts and media experts of 75%. As for the success of learning, it can be seen from the significance obtained from the statistical test results from the results of the metacognitive ability test and student learning independence questionnaire. The results of this development research showed that: 1) The results of the validation test of the two experts found that the teaching materials developed were in good classification with a percentage of 89.4% for material experts and 83.3% for media experts. This means that the teaching materials meet the classification to good practice and implementation. So it is feasible to use and be tested. 2) At the product trial stage, students' responses to the teaching materials were quite good with a percentage of 81.28% for the initial field trial and 83.01% for the main field test. Student responses to learning using the teaching materials that were developed also had good criteria at the time of operational trials with a percentage of 78%, 3) from the results of statistical tests with a significance level of 0.05, metacognitive abilities, and student learning independence using the developed teaching materials had increased. significant. So that the development of teaching materials can affect the mastery of students' mathematical and affective abilities.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125530367","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}
Pub Date : 2022-03-19DOI: 10.22460/jiml.v5i1.10195
Yimin Ning, Ying Zhou, Anchen Cai, Cheng Zhang
With the rapid development of massive open online courses (MOOCs), researchers have begun to pay attention to the experience of teachers and students in the MOOC classroom. Select the middle school mathematics curriculum standard and textbook research course in the MOOC platform of Chinese universities and collect 66 selfreported data of instantaneous experience and long-term experience of 10 learners on the course learning within two weeks. Qualitative and quantitative analyses were carried out in 8 sub-dimensions, including device usage preferences and problems, and platform tool application. The purpose of the research is to investigate the learning experience of MOOC learning platform more comprehensively and deeply. The research results show that mobile learning has become the main way of MOOC learning. The appearance, education and economy of the tools displayed on the platform directly affect the learning experience of learners. Demonstration tools are highly dependent, but the frequency of application, types and functions of tools are limited, and there is a lack of awareness and application of tools that promote advanced learning, deep learning, and reflective learning; the overall emotional experience of learners is in a positive emotional state and shows a distinct group characteristic. The learning experience of MOOC is directly related to the appearance, education and economy of the display tools in the platform; Learners have diverse experience of platform communication and cooperation tools, and are highly dependent on learning content display tools in the platform; Learners' emotional experience is both positive and negative, but it is dominated by positive emotions and shows distinct group characteristics.
{"title":"Analysis of The Characteristics of emotional Experience in MOOC Learning","authors":"Yimin Ning, Ying Zhou, Anchen Cai, Cheng Zhang","doi":"10.22460/jiml.v5i1.10195","DOIUrl":"https://doi.org/10.22460/jiml.v5i1.10195","url":null,"abstract":"With the rapid development of massive open online courses (MOOCs), researchers have begun to pay attention to the experience of teachers and students in the MOOC classroom. Select the middle school mathematics curriculum standard and textbook research course in the MOOC platform of Chinese universities and collect 66 selfreported data of instantaneous experience and long-term experience of 10 learners on the course learning within two weeks. Qualitative and quantitative analyses were carried out in 8 sub-dimensions, including device usage preferences and problems, and platform tool application. The purpose of the research is to investigate the learning experience of MOOC learning platform more comprehensively and deeply. The research results show that mobile learning has become the main way of MOOC learning. The appearance, education and economy of the tools displayed on the platform directly affect the learning experience of learners. Demonstration tools are highly dependent, but the frequency of application, types and functions of tools are limited, and there is a lack of awareness and application of tools that promote advanced learning, deep learning, and reflective learning; the overall emotional experience of learners is in a positive emotional state and shows a distinct group characteristic. The learning experience of MOOC is directly related to the appearance, education and economy of the display tools in the platform; Learners have diverse experience of platform communication and cooperation tools, and are highly dependent on learning content display tools in the platform; Learners' emotional experience is both positive and negative, but it is dominated by positive emotions and shows distinct group characteristics.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123819064","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}
Pub Date : 2022-03-19DOI: 10.22460/jiml.v5i1.10473
N. R. Dewi, W. Hidayat, E. Rohaeti
Development of teaching materials on PLSV material using combination of scientific and contextual approach to improve mathematical communication ability and self confidence to seventh grade junior high school students. The purpose of this research and development is to obtain a design for developing mathematical teaching materials in the form of lesson plans and worksheet with combination of scientific and contextual approaches to PLSV material for smpn 3 cipeundeuythis study also aims to test the level of validity, practicality, and effectiveness of teaching materials with a combination of scientific and contextual approaches to PLSV material. This research is a development research. The results showed that based on the assessment of material experts and mathematics teachers, the teaching materials developed had very valid criteria with an average total score of 190.33 for lesson plans and 297.5 for worksheets. Based on the results of filling out questions on communication skills and student responses questionnaires about self-confidence, there has been a significant increase. So it can be concluded that with the development of teaching materials by combining scientific and contextual approaches with the results of filling out observations of the implementation of learning and the results of evaluating learning outcomes, it can be concluded that the teaching materials developed have a very good level of effectiveness with the percentage of learning implementation of 94.87% and the percentage of completeness students to 95%.
{"title":"Development of Teaching Materials on PLSV Using Scientific and Contextual Approach to Improve Mathematics Communication Ability and Self Confidence","authors":"N. R. Dewi, W. Hidayat, E. Rohaeti","doi":"10.22460/jiml.v5i1.10473","DOIUrl":"https://doi.org/10.22460/jiml.v5i1.10473","url":null,"abstract":"Development of teaching materials on PLSV material using combination of scientific and contextual approach to improve mathematical communication ability and self confidence to seventh grade junior high school students. The purpose of this research and development is to obtain a design for developing mathematical teaching materials in the form of lesson plans and worksheet with combination of scientific and contextual approaches to PLSV material for smpn 3 cipeundeuythis study also aims to test the level of validity, practicality, and effectiveness of teaching materials with a combination of scientific and contextual approaches to PLSV material. This research is a development research. The results showed that based on the assessment of material experts and mathematics teachers, the teaching materials developed had very valid criteria with an average total score of 190.33 for lesson plans and 297.5 for worksheets. Based on the results of filling out questions on communication skills and student responses questionnaires about self-confidence, there has been a significant increase. So it can be concluded that with the development of teaching materials by combining scientific and contextual approaches with the results of filling out observations of the implementation of learning and the results of evaluating learning outcomes, it can be concluded that the teaching materials developed have a very good level of effectiveness with the percentage of learning implementation of 94.87% and the percentage of completeness students to 95%.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"366 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115472188","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}
Pub Date : 2022-02-10DOI: 10.22460/jiml.v5i1.p01-11
M. G. Supiarmo, Heri Sopian Hadi, Tarmuzi Tarmuzi
Computational thinking is the process of solving problems using logic gradually and systematically needed in the field of mathematics. However, the learning applied by the teacher limits the student's ability to develop computational thinking skills. Teachers are accustomed to providing conventional learning and emphasize student's skills in using formulas. One of the treatments that can be used to stimulate student's computational thinking skills is PISA questions. The purpose of this study was to analyze student's computational thinking processes in solving PISA questions in terms of their problem solving abilities. The research data consisted of student answers, think aloud results, and semi-structured interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions or verification. The results showed that the computational thinking process of students with low problem solving abilities only reached the decomposition stage because students were able to simplify the problem even though it was incomplete, but they were not able to connect mathematical concepts or materials to build a solution. Meanwhile, students with moderate and high problem solving abilities are limited to the pattern recognition stage because they can simplify problems and develop strategies, but make mistakes in using patterns, and there are incomplete steps. So it can be concluded that the computational thinking process of students with low problem solving abilities only reaches the decomposition stage. The computational thinking process of students with moderate and high problem solving abilities is limited to pattern recognition indicators.
{"title":"Student’s Computational Thinking Process in Solving PISA Questions in Terms of Problem Solving Abilities","authors":"M. G. Supiarmo, Heri Sopian Hadi, Tarmuzi Tarmuzi","doi":"10.22460/jiml.v5i1.p01-11","DOIUrl":"https://doi.org/10.22460/jiml.v5i1.p01-11","url":null,"abstract":"Computational thinking is the process of solving problems using logic gradually and systematically needed in the field of mathematics. However, the learning applied by the teacher limits the student's ability to develop computational thinking skills. Teachers are accustomed to providing conventional learning and emphasize student's skills in using formulas. One of the treatments that can be used to stimulate student's computational thinking skills is PISA questions. The purpose of this study was to analyze student's computational thinking processes in solving PISA questions in terms of their problem solving abilities. The research data consisted of student answers, think aloud results, and semi-structured interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions or verification. The results showed that the computational thinking process of students with low problem solving abilities only reached the decomposition stage because students were able to simplify the problem even though it was incomplete, but they were not able to connect mathematical concepts or materials to build a solution. Meanwhile, students with moderate and high problem solving abilities are limited to the pattern recognition stage because they can simplify problems and develop strategies, but make mistakes in using patterns, and there are incomplete steps. So it can be concluded that the computational thinking process of students with low problem solving abilities only reaches the decomposition stage. The computational thinking process of students with moderate and high problem solving abilities is limited to pattern recognition indicators.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126253731","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}
Pub Date : 2022-01-07DOI: 10.22460/jiml.v4i4.p161-166
Umar Umar, A. Widodo
Recognizing place value is one of the basic skills in numeracy. Numerical ability can be seen through students' ability to recognize the place value of numbers. This study aims to analyze students' numeracy skills in terms of their ability to recognize place values in numbers. The research was conducted at one of the public elementary schools in the Central Lombok district. The type of research used is a descriptive survey. Data collection using tests. The instrument used is a place value test. The number of research samples was 110 elementary school students, with details of 53 low-grade students and 57 high-grade students. Data were analyzed using descriptive statistics. If viewed from the ability to recognize place values, students' numeracy abilities are included in the fairly good category. Overall out of 110 students 60% have recognized the place value of thousands. Most of the high-grade students already know the place value of the thousands, while the low-grade students are mostly still in the places value of units, tens, and hundreds. The number of students who know the value of the hundreds is 13%, the tens value is 16% and the unit value is 8%. The study also found fact that there were 3% of students were not familiar with numbers. Although overall students' numeracy skills are quite good, special attention needs to be given to high-grade students who are not able to recognize the place value of thousands and low-grade students who are not yet familiar with numbers.
{"title":"Analysis of The Numerical Ability of Elementary School Students in Terms of The Introduction to Place Values of Numbers","authors":"Umar Umar, A. Widodo","doi":"10.22460/jiml.v4i4.p161-166","DOIUrl":"https://doi.org/10.22460/jiml.v4i4.p161-166","url":null,"abstract":"Recognizing place value is one of the basic skills in numeracy. Numerical ability can be seen through students' ability to recognize the place value of numbers. This study aims to analyze students' numeracy skills in terms of their ability to recognize place values in numbers. The research was conducted at one of the public elementary schools in the Central Lombok district. The type of research used is a descriptive survey. Data collection using tests. The instrument used is a place value test. The number of research samples was 110 elementary school students, with details of 53 low-grade students and 57 high-grade students. Data were analyzed using descriptive statistics. If viewed from the ability to recognize place values, students' numeracy abilities are included in the fairly good category. Overall out of 110 students 60% have recognized the place value of thousands. Most of the high-grade students already know the place value of the thousands, while the low-grade students are mostly still in the places value of units, tens, and hundreds. The number of students who know the value of the hundreds is 13%, the tens value is 16% and the unit value is 8%. The study also found fact that there were 3% of students were not familiar with numbers. Although overall students' numeracy skills are quite good, special attention needs to be given to high-grade students who are not able to recognize the place value of thousands and low-grade students who are not yet familiar with numbers.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125837903","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}
Pub Date : 2022-01-07DOI: 10.22460/jiml.v4i4.p178-187
Adelia Tasya, U. Aripin
This study aims to find out the improvement of students' mathematics understanding ability on the material of the Two Variable Linear Equation System (SPLDV) with the application of problem-based learning (PBL). This type of research is classroom action research. This research was conducted on students of class X Multimedia in one of the Vocational High Schools in Cimahi City. At the beginning and end of learning students are given test questions. The subjects of this study were 15 students. In this study, the instrument used was 8 questions in the material for the Two Variable Linear Equation System (SPLDV) which focused more on the students' mathematical understanding ability regarding the material for the two-variable linear equation system.. The results of this study indicate that the aspects of students' mathematical understanding abilities have increased as seen from the questions tested in each test. Based on the results of the study, the authors concluded that the mathematical understanding ability of class X multimedia students of one of the Vocational High Schools in Cimahi City could be improved through problem-based learning.
{"title":"Improving Student's Mathematics Understanding Ability on Two Variable Linear Equation System Materials by Using Problem Based Learning","authors":"Adelia Tasya, U. Aripin","doi":"10.22460/jiml.v4i4.p178-187","DOIUrl":"https://doi.org/10.22460/jiml.v4i4.p178-187","url":null,"abstract":"This study aims to find out the improvement of students' mathematics understanding ability on the material of the Two Variable Linear Equation System (SPLDV) with the application of problem-based learning (PBL). This type of research is classroom action research. This research was conducted on students of class X Multimedia in one of the Vocational High Schools in Cimahi City. At the beginning and end of learning students are given test questions. The subjects of this study were 15 students. In this study, the instrument used was 8 questions in the material for the Two Variable Linear Equation System (SPLDV) which focused more on the students' mathematical understanding ability regarding the material for the two-variable linear equation system.. The results of this study indicate that the aspects of students' mathematical understanding abilities have increased as seen from the questions tested in each test. Based on the results of the study, the authors concluded that the mathematical understanding ability of class X multimedia students of one of the Vocational High Schools in Cimahi City could be improved through problem-based learning.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124007906","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}
Pub Date : 2022-01-07DOI: 10.22460/jiml.v4i4.p198-208
Yuniar Rohmatun Nisa, R. Amelia
Mathematics learning aims to develop all student’s mathematical abilities in obtaining good mathematics learning outcomes maximum. The important target in achieving these learning outcomes is by maximizing learning on problem-solving ability. Accordingly, the purposes of this research were to know how the implementation of mathematics teaching materials on problem-solving ability and to know the categories of the effectiveness of mathematics teaching materials on problem-solving ability. The research method used in this research is descriptive which was obtained from observation, questionnaires, and tests. The participants of this study were students of the seventh grade of Junior High School which consists of two classes. The results informed that there were three kinds of effectiveness, that is interaction effectiveness which showed 55% less effective category, effectiveness of understanding which showed 61.8 % quite effective category, the effectiveness of teaching materials on problem-solving abilities which showed 52.78 % less effective category. Furthermore, appropriate learning materials and the creativity of the teacher in delivering learning materials are considered to be implemented in the mathematic learning process.
{"title":"The Effectiveness of Mathematics Teaching Materials on Problem Solving Ability in Junior High School Students","authors":"Yuniar Rohmatun Nisa, R. Amelia","doi":"10.22460/jiml.v4i4.p198-208","DOIUrl":"https://doi.org/10.22460/jiml.v4i4.p198-208","url":null,"abstract":"Mathematics learning aims to develop all student’s mathematical abilities in obtaining good mathematics learning outcomes maximum. The important target in achieving these learning outcomes is by maximizing learning on problem-solving ability. Accordingly, the purposes of this research were to know how the implementation of mathematics teaching materials on problem-solving ability and to know the categories of the effectiveness of mathematics teaching materials on problem-solving ability. The research method used in this research is descriptive which was obtained from observation, questionnaires, and tests. The participants of this study were students of the seventh grade of Junior High School which consists of two classes. The results informed that there were three kinds of effectiveness, that is interaction effectiveness which showed 55% less effective category, effectiveness of understanding which showed 61.8 % quite effective category, the effectiveness of teaching materials on problem-solving abilities which showed 52.78 % less effective category. Furthermore, appropriate learning materials and the creativity of the teacher in delivering learning materials are considered to be implemented in the mathematic learning process.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127010397","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}
Pub Date : 2021-10-05DOI: 10.22460/JIML.V4I3.P109-116
M. A. Maulyda, Umar Umar
The purpose of this study was to determine whether there was an effect of using creative problem solving learning models without the support of concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. In addition, to determine whether there is an effect of using creative problem solving learning models supported by concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. Experimental research technique with nonequivalent control group design. The data analysis used is Spss 16 for Windows using t-test at a significant level of 5%. The results of this study are: There is an effect of creative problem solving learning models without the support of concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. There is an effect of creative problem solving learning models supported by concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. The ability to determine the nets of cuboids and cubes students who follow the creative problem solving learning model supported by concrete media is better than students who follow the creative problem solving learning model without the support of concrete media in the fourth grade students of SDN 3 Bajur.
本研究的目的是确定在没有具体媒介支持的情况下，使用创造性解决问题的学习模式是否对巴珠尔SDN 3小学四年级学生确定长方体网和正方体网的能力有影响。此外，确定使用具体媒介支持的创造性问题解决学习模式是否对巴约尔SDN 3四年级学生确定长方体网和正方体网的能力有影响。非等效对照组设计的实验研究方法。使用Spss 16对Windows进行数据分析，使用显著水平为5%的t检验。本研究的结果是:在没有具体媒介支持的情况下，创造性解决问题的学习模式对巴珠尔SDN 3小学四年级学生确定长方体网和正方体网的能力有影响。具体媒介支持的创造性问题解决学习模式对巴珠尔小学三年级学生确定长方体网和正方体网的能力有影响。Bajur SDN 3四年级学生在有具体媒体支持的创造性解决问题学习模式下的长方体网和正方体网的确定能力优于没有具体媒体支持的创造性解决问题学习模式下的学生。
{"title":"Creative Problem-Solving Learning Model on Students' Ability in Determining Networks of Cuboids and Cubes","authors":"M. A. Maulyda, Umar Umar","doi":"10.22460/JIML.V4I3.P109-116","DOIUrl":"https://doi.org/10.22460/JIML.V4I3.P109-116","url":null,"abstract":"The purpose of this study was to determine whether there was an effect of using creative problem solving learning models without the support of concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. In addition, to determine whether there is an effect of using creative problem solving learning models supported by concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. Experimental research technique with nonequivalent control group design. The data analysis used is Spss 16 for Windows using t-test at a significant level of 5%. The results of this study are: There is an effect of creative problem solving learning models without the support of concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. There is an effect of creative problem solving learning models supported by concrete media on the ability to determine the nets of cuboids and cubes in fourth grade students of SDN 3 Bajur. The ability to determine the nets of cuboids and cubes students who follow the creative problem solving learning model supported by concrete media is better than students who follow the creative problem solving learning model without the support of concrete media in the fourth grade students of SDN 3 Bajur.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"421 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116688595","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}
Pub Date : 2021-09-30DOI: 10.22460/jiml.v4i3.p151-160
Agus Agus, U. Aripin
This study aims to determine the accuracy of the product of LIP and SW teaching materials with a scientific approach to Algebraic material for junior high school students and the validity of teaching materials developed based on expert validation. The method used in this research is development research which leads to two stages of implementation, the first is to design teaching materials based on a scientific approach. And the second validates the teaching material products that have been made. The results of this study develop teaching materials that were developed after being validated by expert validators and field practitioners and supported by articles that support the results of the validation of the Learning Implementation Plan (LIP) and Student Worksheet (SW). The final criteria are good and are in the valid category. This means that the teaching materials are worthy of being tested in learning.
{"title":"Design Of Teaching Materials With A Scientific Approach On Algebraic Forms Of Middle School Vii Class Materials","authors":"Agus Agus, U. Aripin","doi":"10.22460/jiml.v4i3.p151-160","DOIUrl":"https://doi.org/10.22460/jiml.v4i3.p151-160","url":null,"abstract":"This study aims to determine the accuracy of the product of LIP and SW teaching materials with a scientific approach to Algebraic material for junior high school students and the validity of teaching materials developed based on expert validation. The method used in this research is development research which leads to two stages of implementation, the first is to design teaching materials based on a scientific approach. And the second validates the teaching material products that have been made. The results of this study develop teaching materials that were developed after being validated by expert validators and field practitioners and supported by articles that support the results of the validation of the Learning Implementation Plan (LIP) and Student Worksheet (SW). The final criteria are good and are in the valid category. This means that the teaching materials are worthy of being tested in learning.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124592387","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}
Pub Date : 2021-09-30DOI: 10.22460/JIML.V4I3.P117-131
Pamila Malinda, E. Rohaeti, A. I. Sugandi
For students learning mathematics, mastery of concepts is important, one of which relates one concept to another. One of the abilities that students must have is the ability to connect mathematically, but it turns out that the facts in the field are still relatively low. In order to improve the learning process, a combination of scientific and contextual approaches can be used by developing teaching materials. This study aims to develop teaching materials using a combination of scientific and contextual approaches to improve the mathematical connection skills of junior high school students, the method used is Research and Development (R&D) ADDIE model. The results obtained from the limited and wider trial validity are valid and feasible to be used at the product testing stage, at the limited trial stage the practicality of lesson plans and worksheets by teachers is in the practical category and at the wider trial stage it is in the very practical category, the practicality of Student Worksheets by students at the limited trial stage and more broadly is in the practical category, The effectiveness was in the quite effective category in the limited trial stage, and it was in the effective category in the wider trial stage, then the implementation in the limited trial stage obtained a percentage of 81.2% and in the wider trial stage a percentage of 89.7% was obtained and for increasing mathematical connection ability, the N-Gain was 0.58 which was included in the medium category.
{"title":"Development Of Teaching Materials Using A Scientific And Contextual Approach To Improve Mathematic Connection Ability","authors":"Pamila Malinda, E. Rohaeti, A. I. Sugandi","doi":"10.22460/JIML.V4I3.P117-131","DOIUrl":"https://doi.org/10.22460/JIML.V4I3.P117-131","url":null,"abstract":"For students learning mathematics, mastery of concepts is important, one of which relates one concept to another. One of the abilities that students must have is the ability to connect mathematically, but it turns out that the facts in the field are still relatively low. In order to improve the learning process, a combination of scientific and contextual approaches can be used by developing teaching materials. This study aims to develop teaching materials using a combination of scientific and contextual approaches to improve the mathematical connection skills of junior high school students, the method used is Research and Development (R&D) ADDIE model. The results obtained from the limited and wider trial validity are valid and feasible to be used at the product testing stage, at the limited trial stage the practicality of lesson plans and worksheets by teachers is in the practical category and at the wider trial stage it is in the very practical category, the practicality of Student Worksheets by students at the limited trial stage and more broadly is in the practical category, The effectiveness was in the quite effective category in the limited trial stage, and it was in the effective category in the wider trial stage, then the implementation in the limited trial stage obtained a percentage of 81.2% and in the wider trial stage a percentage of 89.7% was obtained and for increasing mathematical connection ability, the N-Gain was 0.58 which was included in the medium category.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121133682","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：