Pub Date : 2020-09-15DOI: 10.22460/JIML.V3I3.P189-198
Imas Suwartini, U. Sumarmo, Asep Kustiana
This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this research were 60 seventh grade students which selected puposively from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD. Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach
{"title":"The Effect of Exploration Approach on Students’ Mathematical Creative Thinking Ability and Disposition","authors":"Imas Suwartini, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P189-198","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P189-198","url":null,"abstract":"This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this research were 60 seventh grade students which selected puposively from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD. Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123734340","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P145-157
Mellyana Mellyana, U. Sumarmo, Asep Kustiana
This reseach is a pre test-post test experimental control group design having a goal to examine  the role of Model Eliciting Activities (MEAs) approach, on student’s mathematical problem solving ability (MPSA) and disposition (MD). The research involved 59 tenth grade students of a Senior High School in Garut Inodonesia, a MPSA test, and a MD  scale. The research found MEAs took greater role than SA on improving student’s MPSA and its N. Students getting treatment with MEAs obtained MPSA higher grade than the grade of students taught by SA, however those both grades were at low grade level, and students encountered many difficulties on solving MPSA tasks. In addition to, there were no different grades on student’s MD, and the grades were at fairly good level, and there was strong association between MPSA and MD. Other findings was that students declared positive opinion on MEAs and they peformed active learning during the lessons. Keywords:mathematical problem solving, disposition, MEAs approach,
{"title":"Mathematical Problem Solving and Disposition: Experiment with Tenth Grade Students Using MEAs","authors":"Mellyana Mellyana, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P145-157","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P145-157","url":null,"abstract":"This reseach is a pre test-post test experimental control group design having a goal to examine  the role of Model Eliciting Activities (MEAs) approach, on student’s mathematical problem solving ability (MPSA) and disposition (MD). The research involved 59 tenth grade students of a Senior High School in Garut Inodonesia, a MPSA test, and a MD  scale. The research found MEAs took greater role than SA on improving student’s MPSA and its N. Students getting treatment with MEAs obtained MPSA higher grade than the grade of students taught by SA, however those both grades were at low grade level, and students encountered many difficulties on solving MPSA tasks. In addition to, there were no different grades on student’s MD, and the grades were at fairly good level, and there was strong association between MPSA and MD. Other findings was that students declared positive opinion on MEAs and they peformed active learning during the lessons. Keywords:mathematical problem solving, disposition, MEAs approach,","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130446638","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P121-132
Pitria Susanti, U. Sumarmo, Asep Kustiana
This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA test, and an MSC scale. The findings of this research were: students getting treatment with MTA reached MRA at a moderate grade level, and students taught by problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.
{"title":"The Role of Metaphorical Thinking on Student’s Mathematical Reasoning Ability and Self Confidence","authors":"Pitria Susanti, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P121-132","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P121-132","url":null,"abstract":"This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA test, and an MSC scale. The findings of this research were: students getting treatment with MTA reached MRA at a moderate grade level, and students taught by problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121597562","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P169-177
Rintari Rintari, U. Sumarmo, Asep Kustiana
This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test, and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL. Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,
{"title":"Enchancing Students’ Mathematical Problem Solving Ability and Self-Regulated Learning by Using Realistic Mathematics Education","authors":"Rintari Rintari, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P169-177","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P169-177","url":null,"abstract":"This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test, and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL. Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"530 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124510447","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P178-188
Toni Alamsyah, U. Sumarmo, Asep Kustiana
The goal of this research is to examine the role of contextual teaching-learning  approach (CTLA) toward students’ mathematical reasoning ability (MRA) and self concept in mathematics (MSC). The research involves 66 eighth grade students, a MRA test, a MSC scale. Findings of this research were: students getting CTLA reached MRA at better grade than the grade of students who get SA learning, even if those grades were at low level. However, there was no difference grades on students’ MSC in both teaching approaches, and those grades were at fairly good level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about position of two lines, solving tangent equation on a curve problem, and writing down the formula involved in a calculation. Beside that, there was association between MRA and MSC, and students performed active learning during CTLA lessons.Keyword: contextual teaching-learning, mathematical reasoning, mathematcal self concept.
{"title":"The Effect Contextual Teaching-Learning Approach on Improving Students’ Mathematical Reasoning Ability and Self Concept","authors":"Toni Alamsyah, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P178-188","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P178-188","url":null,"abstract":"The goal of this research is to examine the role of contextual teaching-learning  approach (CTLA) toward students’ mathematical reasoning ability (MRA) and self concept in mathematics (MSC). The research involves 66 eighth grade students, a MRA test, a MSC scale. Findings of this research were: students getting CTLA reached MRA at better grade than the grade of students who get SA learning, even if those grades were at low level. However, there was no difference grades on students’ MSC in both teaching approaches, and those grades were at fairly good level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about position of two lines, solving tangent equation on a curve problem, and writing down the formula involved in a calculation. Beside that, there was association between MRA and MSC, and students performed active learning during CTLA lessons.Keyword: contextual teaching-learning, mathematical reasoning, mathematcal self concept.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123780240","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P158-168
Resnawati Resnawati, U. Sumarmo, Asep Kustiana
This study is a pretest-posttest experiment control group design having a goal to analyze the role of in problem-solving approach (PSA) on students' mathematical communication ability (MCA) and self-efficacy in mathematics (MSE). The study involves 66 eighth grade students, and MCA test, and an MSE scale. The study revealed that PSA took a better role than SA in obtaining MCA and MSE. Students getting treatment with PSA obtained MCA and MSE were at good grade quality, while students taught by SA attained MCA and MSE were at pretty good grade level. Besides that, the study found there was a very high association between MCA and MSE. Like that, students expressed a positive opinion on PSA, even if, students still realized a few difficulties in solving MCA. Keywords: mathematical communication, self-efficacy, problem-solving approachÂ
{"title":"The Role of Problem Solving Approach on Improving Students' Communication Ability and Self Efficacy","authors":"Resnawati Resnawati, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P158-168","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P158-168","url":null,"abstract":"This study is a pretest-posttest experiment control group design having a goal to analyze the role of in problem-solving approach (PSA) on students' mathematical communication ability (MCA) and self-efficacy in mathematics (MSE). The study involves 66 eighth grade students, and MCA test, and an MSE scale. The study revealed that PSA took a better role than SA in obtaining MCA and MSE. Students getting treatment with PSA obtained MCA and MSE were at good grade quality, while students taught by SA attained MCA and MSE were at pretty good grade level. Besides that, the study found there was a very high association between MCA and MSE. Like that, students expressed a positive opinion on PSA, even if, students still realized a few difficulties in solving MCA. Keywords: mathematical communication, self-efficacy, problem-solving approach ","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122187383","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 : 2020-09-15DOI: 10.22460/JIML.V3I3.P133-144
Y. Yulianti, U. Sumarmo, Asep Kustiana
This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach  (OEA) on enchancing student’s mathematical critical thinking ability  (MCTA) and mathematical self regulated learning  (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior  High School in Garut. Instruments of this study were an essay MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found  there is high asociation between MCTA and MSRL  and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach
{"title":"Improving Students Mathematical Critical Thinking Ability and Self Regulated Learning Using Open-Ended Approach","authors":"Y. Yulianti, U. Sumarmo, Asep Kustiana","doi":"10.22460/JIML.V3I3.P133-144","DOIUrl":"https://doi.org/10.22460/JIML.V3I3.P133-144","url":null,"abstract":"This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach  (OEA) on enchancing student’s mathematical critical thinking ability  (MCTA) and mathematical self regulated learning  (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior  High School in Garut. Instruments of this study were an essay MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found  there is high asociation between MCTA and MSRL  and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126362211","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 : 2020-08-08DOI: 10.22460/JIML.V3I2.P77-81
Syahrul Munawar
The problem in this study is how the constructivism approach can improve students' understanding of integer operations. The methodology used in this study is the Classroom Action Research Method (CAR) using the Kemis and Mc. Taggart, namely: planning, (planning), the implementation of actions (actions), observation (observation) and reflection (reflection). PTK is used through 2 cycles and 4 actions. The subject of the research was the fourth grade students of SDN 4 Galanggang, Batujajar Subdistrict, West Bandung Regency, the theory used in this study was the theory of Piaget and Brunner. Both theories are very relevant to the constructivism approach used in this study, the constructivism approach is an approach to teaching and learning that positions students as individuals who actively construct their own knowledge through experience from the surrounding environment. With the constructivism approach applied the teacher acts as a facilitator, motivator and mediator for students. Improved understanding and activity of students is shown by changes in scores and changes in the average score of students from the first cycle to the second cycle that is from 71.62 to 83.78. Besides that, an increase in student understanding and activity can also be seen from the average normalized gain of 0.36 for the first cycle to the second cycle. In addition to increased understanding, students also showed a positive response to the constructivism learning approach seen from the results of the questionnaire that most (75.67%) students gave positive responses
本研究的问题是建构主义教学法如何能提高学生对整数运算的理解。本研究使用的方法论是采用Kemis和Mc. Taggart的课堂行动研究方法(CAR)，即:计划(planning)、行动(actions)、观察(observation)和反思(reflection)。PTK通过2个循环和4个动作使用。本研究的对象为西万隆县Batujajar街道Galanggang SDN 4的四年级学生，本研究使用的理论为Piaget和Brunner理论。这两种理论都与本研究中使用的建构主义方法非常相关，建构主义方法是一种教学和学习方法，它将学生定位为通过周围环境的经验积极构建自己知识的个体。在建构主义教学中，教师扮演着学生的促进者、激励者和调解者的角色。学生的理解能力和活跃性的提高体现在成绩的变化和学生平均成绩从第一个周期到第二个周期的变化，从71.62到83.78。此外，从第一个周期到第二个周期的平均归一化增益0.36，也可以看出学生的理解力和活跃性有所提高。学生除了对建构主义学习方法的理解有所增加外，对建构主义学习方法也表现出积极的反应，从问卷调查结果来看，大多数学生(75.67%)给出了积极的反应
{"title":"Constructivism Approaches In Efforts to Improve Students Understanding on The Round Number Operations","authors":"Syahrul Munawar","doi":"10.22460/JIML.V3I2.P77-81","DOIUrl":"https://doi.org/10.22460/JIML.V3I2.P77-81","url":null,"abstract":"The problem in this study is how the constructivism approach can improve students' understanding of integer operations. The methodology used in this study is the Classroom Action Research Method (CAR) using the Kemis and Mc. Taggart, namely: planning, (planning), the implementation of actions (actions), observation (observation) and reflection (reflection). PTK is used through 2 cycles and 4 actions. The subject of the research was the fourth grade students of SDN 4 Galanggang, Batujajar Subdistrict, West Bandung Regency, the theory used in this study was the theory of Piaget and Brunner. Both theories are very relevant to the constructivism approach used in this study, the constructivism approach is an approach to teaching and learning that positions students as individuals who actively construct their own knowledge through experience from the surrounding environment. With the constructivism approach applied the teacher acts as a facilitator, motivator and mediator for students. Improved understanding and activity of students is shown by changes in scores and changes in the average score of students from the first cycle to the second cycle that is from 71.62 to 83.78. Besides that, an increase in student understanding and activity can also be seen from the average normalized gain of 0.36 for the first cycle to the second cycle. In addition to increased understanding, students also showed a positive response to the constructivism learning approach seen from the results of the questionnaire that most (75.67%) students gave positive responses","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125486668","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 : 2020-08-08DOI: 10.22460/JIML.V3I2.P72-76
T. Novita
This article presents research on the effectiveness of learning using mind mapping learning models and experimental research methods with a pre-experimental design: one-shot case study design using purposive sampling, for vocational students of class XI in the academic year 2019/2020 on mathematical questions in the form of story questions. the purpose of this study is to describe the effectiveness of students' mathematical communication skills using mind mapping learning models, obtain a number of student problems in the process of communicating the form of mathematical problem problems with the form of story problems. Based on the analysis of the data obtained by the results of research at the destination school shows that the percentage of students who have good mathematical communication skills of students is less than 70%. Thus in the form of story questions, mind mapping learning models are not effective in terms of students' mathematical communication skills
{"title":"The Effectiveness Of Application Of Mind Mapping Learning Models On The Problems Of The Story Viewed From The Mathematic Communication Ability Of Vocational School Student","authors":"T. Novita","doi":"10.22460/JIML.V3I2.P72-76","DOIUrl":"https://doi.org/10.22460/JIML.V3I2.P72-76","url":null,"abstract":"This article presents research on the effectiveness of learning using mind mapping learning models and experimental research methods with a pre-experimental design: one-shot case study design using purposive sampling, for vocational students of class XI in the academic year 2019/2020 on mathematical questions in the form of story questions. the purpose of this study is to describe the effectiveness of students' mathematical communication skills using mind mapping learning models, obtain a number of student problems in the process of communicating the form of mathematical problem problems with the form of story problems. Based on the analysis of the data obtained by the results of research at the destination school shows that the percentage of students who have good mathematical communication skills of students is less than 70%. Thus in the form of story questions, mind mapping learning models are not effective in terms of students' mathematical communication skills","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115855523","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 : 2020-08-08DOI: 10.22460/JIML.V3I2.P66-71
Irvan Setyadi Suparman
The purpose of this article was to determine the improvement of mathematical communication skills between students whose learning using the TGT model was better than traditional learning. The population in this study were students of class VII junior high school on year 2015/2016. Sampling in this study is a simple random sampling and ahe method used in this study is a quasi-experimental study using mathematical communication skills tests. The data processed in this study, namely the gain index is processed using the average two similarity test. Based on the data analysis of the gain index value by the two average similarity test results obtained t count = 0.1382 and t table = 0.1456, with a significance level of 5%. Because t count is outside the -t table to t table intervals, it can be concluded that H0 is rejected, meaning that there is a difference in the increase in mathematical communication skills between students who are learning using the Teams Games Tournament (TGT) model and the traditional model.
{"title":"Application of Teams Games Tournament (TGT) Learning Model To Improve Students Mathematicals Communication Abilities (Eksperimental Research Of Junior High School Students)","authors":"Irvan Setyadi Suparman","doi":"10.22460/JIML.V3I2.P66-71","DOIUrl":"https://doi.org/10.22460/JIML.V3I2.P66-71","url":null,"abstract":"The purpose of this article was to determine the improvement of mathematical communication skills between students whose learning using the TGT model was better than traditional learning. The population in this study were students of class VII junior high school on year 2015/2016. Sampling in this study is a simple random sampling and ahe method used in this study is a quasi-experimental study using mathematical communication skills tests. The data processed in this study, namely the gain index is processed using the average two similarity test. Based on the data analysis of the gain index value by the two average similarity test results obtained t count = 0.1382 and t table = 0.1456, with a significance level of 5%. Because t count is outside the -t table to t table intervals, it can be concluded that H0 is rejected, meaning that there is a difference in the increase in mathematical communication skills between students who are learning using the Teams Games Tournament (TGT) model and the traditional model.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"472 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121840046","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：