Meliana Handayani, S. F. 'Adna, Fadhilah Rahmawati
This study aimed to analyze the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning and Problem-Based Learning (PBL) models in improving students' mathematical communication ability compared to direct learning. A quasi-experimental design was employed, with the SAVI learning model implemented in experimental class 1, PBL in experimental class II, and direct learning in the control class. The sample was selected using cluster random sampling, and data were collected through observations, interviews, and tests. Hypothesis testing, including proportion tests, one-way ANOVA, and Scheffe tests, revealed the following results: (1) students taught with the SAVI learning model demonstrated significant improvement in mathematical communication ability; (2) students instructed using the PBL model also exhibited substantial enhancement in mathematical communication ability; (3) notable differences were observed among the SAVI learning, PBL, and direct learning models, highlighting the effectiveness of both the SAVI learning and PBL models in enhancing mathematical communication ability. Moreover, the PBL model outperformed direct learning, while the SAVI learning model showed greater effectiveness than direct learning. Overall, this study provides evidence supporting the efficacy of the SAVI learning and PBL models in fostering students' mathematical communication skills.
{"title":"Students' Mathematical Communication: The Effectiveness of Somatic, Auditory, Visual, Intellectual Learning and Problem-Based Learning Model on Number Pattern","authors":"Meliana Handayani, S. F. 'Adna, Fadhilah Rahmawati","doi":"10.37640/jim.v4i1.1615","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1615","url":null,"abstract":"This study aimed to analyze the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning and Problem-Based Learning (PBL) models in improving students' mathematical communication ability compared to direct learning. A quasi-experimental design was employed, with the SAVI learning model implemented in experimental class 1, PBL in experimental class II, and direct learning in the control class. The sample was selected using cluster random sampling, and data were collected through observations, interviews, and tests. Hypothesis testing, including proportion tests, one-way ANOVA, and Scheffe tests, revealed the following results: (1) students taught with the SAVI learning model demonstrated significant improvement in mathematical communication ability; (2) students instructed using the PBL model also exhibited substantial enhancement in mathematical communication ability; (3) notable differences were observed among the SAVI learning, PBL, and direct learning models, highlighting the effectiveness of both the SAVI learning and PBL models in enhancing mathematical communication ability. Moreover, the PBL model outperformed direct learning, while the SAVI learning model showed greater effectiveness than direct learning. Overall, this study provides evidence supporting the efficacy of the SAVI learning and PBL models in fostering students' mathematical communication skills.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128280704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines whether using flipped classroom model could enhance junior high school students' achievement and engagement in algebra. A quasi-experimental design which is a switching replication model with posttest only is used in this study to determine whether the students’ achievement in the experimental group (using flipped classroom model) differs from the control group (using traditional classroom model). A questionnaire is used to evaluate the students’ engagement during the lessons in the experimental group, and the results then are presented in the descriptive statistics. The result of this study is that the experimental group has significantly (p-value=0.001) higher gain mean scores (M=61.54, SD=20.49) than those in the control group (M=55.63, SD=23.76). It describes that students in the experimental group have better achievement than the students in the traditional classroom. This study also shows that the students in the experimental group agree that they are more engaged and active during the lesson, with the mean of the items engagement being more than 3,7 (3.72?M?4.19). The correlations between the engagement items and the posttest from flipped classroom show positive, moderately strong correlations. Thus, this study sheds light on flipped classroom models as one of the great teaching models nowadays.
{"title":"Using Flipped Classroom Model to Enhance the Junior High School Students’ Achievement and Engagement in Algebra","authors":"Wiwik Mulyani","doi":"10.37640/jim.v3i2.1515","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1515","url":null,"abstract":"This study examines whether using flipped classroom model could enhance junior high school students' achievement and engagement in algebra. A quasi-experimental design which is a switching replication model with posttest only is used in this study to determine whether the students’ achievement in the experimental group (using flipped classroom model) differs from the control group (using traditional classroom model). A questionnaire is used to evaluate the students’ engagement during the lessons in the experimental group, and the results then are presented in the descriptive statistics. The result of this study is that the experimental group has significantly (p-value=0.001) higher gain mean scores (M=61.54, SD=20.49) than those in the control group (M=55.63, SD=23.76). It describes that students in the experimental group have better achievement than the students in the traditional classroom. This study also shows that the students in the experimental group agree that they are more engaged and active during the lesson, with the mean of the items engagement being more than 3,7 (3.72?M?4.19). The correlations between the engagement items and the posttest from flipped classroom show positive, moderately strong correlations. Thus, this study sheds light on flipped classroom models as one of the great teaching models nowadays.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128384597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained: (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.
{"title":"Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles","authors":"B. Ardiyanto, S. F. 'Adna, A. Chasanah","doi":"10.37640/jim.v3i2.1461","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1461","url":null,"abstract":"In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained: (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114730358","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}
Understanding and completing a basic mathematical concept is often faced by students. This problem is fundamental to mathematical ability. This ability is part of the competency to understand mathematical concepts. Therefore, this study was conducted to describe the students' ability to understand matrix concepts. This study is a quantitative descriptive, be held on grade XI students from Multi Media I of a vocational high school at Kefamenanu. The number of participants in this study was 26 students. The instrument used is a test of the ability to understand the concept of the matrix and interviews. The results of this study indicate that the ability to understand the matrix concept of grade XI Multi Media I students is in the medium category with a percentage of 56.6%, with details of 7 students in the high category, 13 students in the medium category, and 6 students in the low category. There are 96% of students can restate a concept, 46% of students can classify objects according to the concept, 57% of students can give examples and non-examples of concepts, 61% of students can present concepts in various forms of mathematical representation, and 23% of students can use, utilize and select settlement procedures.
{"title":"Matrix Concept Understanding Ability: A Quantitative Descriptive Study on Grade XI Vocational High School Students","authors":"Maria Delastrada Fallo, A. L. Son, T. Maifa","doi":"10.37640/jim.v3i2.1559","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1559","url":null,"abstract":"Understanding and completing a basic mathematical concept is often faced by students. This problem is fundamental to mathematical ability. This ability is part of the competency to understand mathematical concepts. Therefore, this study was conducted to describe the students' ability to understand matrix concepts. This study is a quantitative descriptive, be held on grade XI students from Multi Media I of a vocational high school at Kefamenanu. The number of participants in this study was 26 students. The instrument used is a test of the ability to understand the concept of the matrix and interviews. The results of this study indicate that the ability to understand the matrix concept of grade XI Multi Media I students is in the medium category with a percentage of 56.6%, with details of 7 students in the high category, 13 students in the medium category, and 6 students in the low category. There are 96% of students can restate a concept, 46% of students can classify objects according to the concept, 57% of students can give examples and non-examples of concepts, 61% of students can present concepts in various forms of mathematical representation, and 23% of students can use, utilize and select settlement procedures.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125050501","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}
Denni Ismunandar, Rosyadi Rosyadi, L. Nurafifah, Ahmad Jofre
The purpose of this study is to know the improvement of students' problem solving ability through the Application of auditory intellectually repetition (AIR) model. This research method uses the quantitative method by taking one experimental class. Samples were assigned from one Public Vocational School in Indramayu, by a purposive technique, based on the selection of teaching teachers. They were from X TKJ2 consisting of 29 students. Data retrieval uses a pretest and posttest of problem solving abilities. Based on the results of data analysis: (i) the student's pretest got the lowest and highest score respectively 6 and 23, and the average was 14.42, (ii) the student's posttest got the lowest and highest score respectively 21 and 38, and the average was 31.17. The maximum score for the pretest and posttest is 40. Based on the hypothesis test using the t-test obtained the observation value of t was 6 and the critical value of t was 2.03, because of that the AIR model was effectively implemented in learning in the classroom. Furthermore, a gain score test was carried out, and then the results were obtained by using the AIR model to improve students' problem solving abilities.
{"title":"Improving Students' Problem Solving Abilities through the Application of Auditory Intellectually Repetition Model","authors":"Denni Ismunandar, Rosyadi Rosyadi, L. Nurafifah, Ahmad Jofre","doi":"10.37640/jim.v3i2.1385","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1385","url":null,"abstract":"The purpose of this study is to know the improvement of students' problem solving ability through the Application of auditory intellectually repetition (AIR) model. This research method uses the quantitative method by taking one experimental class. Samples were assigned from one Public Vocational School in Indramayu, by a purposive technique, based on the selection of teaching teachers. They were from X TKJ2 consisting of 29 students. Data retrieval uses a pretest and posttest of problem solving abilities. Based on the results of data analysis: (i) the student's pretest got the lowest and highest score respectively 6 and 23, and the average was 14.42, (ii) the student's posttest got the lowest and highest score respectively 21 and 38, and the average was 31.17. The maximum score for the pretest and posttest is 40. Based on the hypothesis test using the t-test obtained the observation value of t was 6 and the critical value of t was 2.03, because of that the AIR model was effectively implemented in learning in the classroom. Furthermore, a gain score test was carried out, and then the results were obtained by using the AIR model to improve students' problem solving abilities.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129496922","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}
Rizqon Fuadi Fadlurrochman, Ammar Hanif Sumartana, Leni Apriyanti, Anita Safitri Piliang, Yayu Laila Sulastri, Deti Ahmatika, U. Kosasih
The purpose of this study was to describe the process and results of the development of the matrix Inverce module related to students' mathematical connection skill, as well as to describe the quality of the matrix Inverce module in terms of validity and practicality. The method used was design research with Plomp model, includes the initial research stage, development stage, and assessment stage. The data was obtained from interview, document analysis, and questionnaire. The result of this study showed that developed module was valid based on validation of material experts, media experts, and practitioner. The validation results of this module show that this module was quite feasible to use with a percentage of 80.83% from material experts and 75.93% from media experts, and was quite practical to use with a percentage of 76.90% from the educator's response questionnaire. From the validation results and educator responses, this module can be implemented as a learning resource or teaching material. In conclusion, the Inverce matrix module was declared fit and practical to be used as teaching material and learning resources.
{"title":"Development of Inverce Matrix Module Related to Student’s Mathematical Connection Skills","authors":"Rizqon Fuadi Fadlurrochman, Ammar Hanif Sumartana, Leni Apriyanti, Anita Safitri Piliang, Yayu Laila Sulastri, Deti Ahmatika, U. Kosasih","doi":"10.37640/jim.v3i2.1558","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1558","url":null,"abstract":"The purpose of this study was to describe the process and results of the development of the matrix Inverce module related to students' mathematical connection skill, as well as to describe the quality of the matrix Inverce module in terms of validity and practicality. The method used was design research with Plomp model, includes the initial research stage, development stage, and assessment stage. The data was obtained from interview, document analysis, and questionnaire. The result of this study showed that developed module was valid based on validation of material experts, media experts, and practitioner. The validation results of this module show that this module was quite feasible to use with a percentage of 80.83% from material experts and 75.93% from media experts, and was quite practical to use with a percentage of 76.90% from the educator's response questionnaire. From the validation results and educator responses, this module can be implemented as a learning resource or teaching material. In conclusion, the Inverce matrix module was declared fit and practical to be used as teaching material and learning resources.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124076188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to improve the problem solving ability of class VIII junior high school students. This research was conducted after the preliminary study it was found that problem solving abilities were still relatively low. Observational shows that more than 50% of class VIII students of SMP Muhammadiyah 3 Depok have poor problem solving skills. Based on the theory put forward some expert of experts, the researchers decided to apply the problem-based learning model. This study uses classroom action research design with a target of 50% of students having a problem solving ability score above the Kriteria Ketuntasan Minimal (KKM). There are four stage of this research, namely planning, implementation, observation and reflection. The data collection technique using the test and non-test techniques. Data analysis using descriptive analysis of quantitative and qualitative analysis descriptive. From the results of the study, it was found that 77% of students had problem solving scores above the KKM. Besides that, it was found that student were able to work on the questions in a more structured manner and could better understand the questions given.
{"title":"Application of Problem-Based Learning Model to Improve Problem Solving Ability","authors":"S. Rochana, Lilia Sinta Wahyuniar, Umi Mahdiyah","doi":"10.37640/jim.v3i2.1542","DOIUrl":"https://doi.org/10.37640/jim.v3i2.1542","url":null,"abstract":"This study aims to improve the problem solving ability of class VIII junior high school students. This research was conducted after the preliminary study it was found that problem solving abilities were still relatively low. Observational shows that more than 50% of class VIII students of SMP Muhammadiyah 3 Depok have poor problem solving skills. Based on the theory put forward some expert of experts, the researchers decided to apply the problem-based learning model. This study uses classroom action research design with a target of 50% of students having a problem solving ability score above the Kriteria Ketuntasan Minimal (KKM). There are four stage of this research, namely planning, implementation, observation and reflection. The data collection technique using the test and non-test techniques. Data analysis using descriptive analysis of quantitative and qualitative analysis descriptive. From the results of the study, it was found that 77% of students had problem solving scores above the KKM. Besides that, it was found that student were able to work on the questions in a more structured manner and could better understand the questions given.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133365406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Septian, S. Widodo, Ismi Nur Afifah, Dinda Zahrotun Nisa, Neneng Pitaloka Kusumah Putri, Mutia Dyaning Tyas, Rhahiliyah Hafza Nisa, Anindhitya Andriani
This study aims to provide knowledge and references to researchers as a basis that will be used in further research. The method used is the Systematic Literature Review (SLR), which identifies, classifies, and categorizes certain topics related to research on students' mathematical problem solving abilities in Indonesia. The data used are 33 articles that have SINTA 1 and SINTA 2 accredited criteria, such as in the journals AKSIOMA and KREANO, which were taken within the last 3 years, namely 2019 to 2021. The data are grouped into 6 discussions, namely a list of journal names, year published articles, methods used, research subjects, teaching materials used, and research results. In most articles, the most widely used research method in qualitative research methods, and the research subject is 8th grade of junior high school. It was also found that 10th grade of senior high school, 11th grade of senior high school, and 10th grade of vocational high school were also research subjects. While the material in the research is mostly found about constructing flat side spaces.
{"title":"Mathematical Problem Solving Ability in Indonesia","authors":"A. Septian, S. Widodo, Ismi Nur Afifah, Dinda Zahrotun Nisa, Neneng Pitaloka Kusumah Putri, Mutia Dyaning Tyas, Rhahiliyah Hafza Nisa, Anindhitya Andriani","doi":"10.37640/jim.v3i1.1223","DOIUrl":"https://doi.org/10.37640/jim.v3i1.1223","url":null,"abstract":"This study aims to provide knowledge and references to researchers as a basis that will be used in further research. The method used is the Systematic Literature Review (SLR), which identifies, classifies, and categorizes certain topics related to research on students' mathematical problem solving abilities in Indonesia. The data used are 33 articles that have SINTA 1 and SINTA 2 accredited criteria, such as in the journals AKSIOMA and KREANO, which were taken within the last 3 years, namely 2019 to 2021. The data are grouped into 6 discussions, namely a list of journal names, year published articles, methods used, research subjects, teaching materials used, and research results. In most articles, the most widely used research method in qualitative research methods, and the research subject is 8th grade of junior high school. It was also found that 10th grade of senior high school, 11th grade of senior high school, and 10th grade of vocational high school were also research subjects. While the material in the research is mostly found about constructing flat side spaces.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115620483","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 aim of this study was to describe the learning process with a contextual approach to improve motivation and Mathematics learning achievement on Integer topic for seventh grade students of State Junior High School 1 Bonggo in the 2019/2020 academic year. This research was conducted in the seventh grade of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. The Classroom Action Research (CAR) was used as the research method. The research object involved the whole process of implementing Mathematics learning with a contextual approach to improve motivation and Mathematics learning achievement of seventh grade students of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. Based on the research results, the Mathematics score of pre-cycle to cycle I improved from 50.4 to 67.2, in cycle II it improved further to 79.4. Meanwhile, the motivation in Mathematics learning obtained pre-cycle score of 65.8, cycle I score of 70, and cycle II score of 91. It is advised that teachers should use the CTL learning method on other subjects to improve students' motivation and Mathematics learning achievement.
{"title":"The Learning Process with Contextual Approach to Improve Students' Motivation and Mathematics Learning Achievement","authors":"Aris Triyanto, I. Istiqomah, Tri Astuti Arigiyati","doi":"10.37640/jim.v3i1.1043","DOIUrl":"https://doi.org/10.37640/jim.v3i1.1043","url":null,"abstract":"The aim of this study was to describe the learning process with a contextual approach to improve motivation and Mathematics learning achievement on Integer topic for seventh grade students of State Junior High School 1 Bonggo in the 2019/2020 academic year. This research was conducted in the seventh grade of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. The Classroom Action Research (CAR) was used as the research method. The research object involved the whole process of implementing Mathematics learning with a contextual approach to improve motivation and Mathematics learning achievement of seventh grade students of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. Based on the research results, the Mathematics score of pre-cycle to cycle I improved from 50.4 to 67.2, in cycle II it improved further to 79.4. Meanwhile, the motivation in Mathematics learning obtained pre-cycle score of 65.8, cycle I score of 70, and cycle II score of 91. It is advised that teachers should use the CTL learning method on other subjects to improve students' motivation and Mathematics learning achievement.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115979320","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}
Lilia Sinta Wahyuniar, Dwi Harini, Umi Mahdiyah, S. Rochana
This article aims to determine the relationship between offline learning and interest in learning discrete mathematics after the pandemic. The research method used is quantitative. The sampling technique in this study used purposive sampling. Data collection in this study used a questionnaire with a Likert scale of 1 to 5. The variables in this study consisted of variable X, namely offline learning and variable Y, namely interest in learning. Each variable consists of 4 indicators. The result of this research is that there is a relationship between offline learning and students' interest in learning in discrete mathematics courses of 0.801. So it can be said that the relationship between offline learning and learning interest is very strong. This is because in offline learning students can interact directly with the lecturer so that discrete mathematics material that has not been understood can be directly asked during learning. Offline learning can also encourage interest in learning so that students are more enthusiastic and enthusiastic about participating in discrete mathematics lectures.
{"title":"The Relationship of Offline Learning with Discrete Mathematics Learning Interests After the Pandemic","authors":"Lilia Sinta Wahyuniar, Dwi Harini, Umi Mahdiyah, S. Rochana","doi":"10.37640/jim.v3i1.1378","DOIUrl":"https://doi.org/10.37640/jim.v3i1.1378","url":null,"abstract":"This article aims to determine the relationship between offline learning and interest in learning discrete mathematics after the pandemic. The research method used is quantitative. The sampling technique in this study used purposive sampling. Data collection in this study used a questionnaire with a Likert scale of 1 to 5. The variables in this study consisted of variable X, namely offline learning and variable Y, namely interest in learning. Each variable consists of 4 indicators. The result of this research is that there is a relationship between offline learning and students' interest in learning in discrete mathematics courses of 0.801. So it can be said that the relationship between offline learning and learning interest is very strong. This is because in offline learning students can interact directly with the lecturer so that discrete mathematics material that has not been understood can be directly asked during learning. Offline learning can also encourage interest in learning so that students are more enthusiastic and enthusiastic about participating in discrete mathematics lectures.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128925133","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：