scholarly journals Korelasi antara Kemampuan Pemahaman Konsep dan Penalaran Induktif Siswa melalui Pendekatan Generatif

2018 ◽  
Vol 1 (2) ◽  
pp. 37-41
Author(s):  
Yanti Mulyanti
Keyword(s):  
Correlation Analysis ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Inductive Reasoning ◽  
Learning Needs ◽  
Moderate Correlation ◽  
Correlational Research ◽  
Academic Year ◽  
Generative Approach

The ability of students’ conceptual understanding and inductive reasoning in mathematics learning needs to be considered, because conceptual understanding can organize and consolidate mathematical thinking, as well as reasoning will gain meaningful knowledge for students. This can be done through learning by using generative approach. This research is a correlational research to know the correlation between the ability of conceptual understanding and inductive reasoning of VII grade students at SMP Negeri 3 Cugenang-Cianjur in 2009/2010 Academic Year on triangle and quadrilateral materials, using generative approach. Based on the results of correlation analysis, it was obtained rxy = 0.618 in moderate correlation, and it can be concluded that there is a positive correlation between the ability ofstudents’ conceptual understanding and inductive reasoning.

Quality of Explanation as an Indicator of Fraction Magnitude Understanding

2018 ◽  
Vol 52 (2) ◽  
pp. 181-191 ◽  
Author(s):  
Lindsay Foreman-Murray ◽  
Lynn S. Fuchs
Keyword(s):  
Learning Disabilities ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Moderate Correlation ◽  
Educational Progress ◽  
Students At Risk ◽  
National Assessment ◽  
Fourth Grade Students

Students’ explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students’ explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress. We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant moderate correlation between accuracy and explanation quality. Commonality analyses indicated that explanation quality accounts for little variance in National Assessment of Educational Progress scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed.

scholarly journals HUBUNGAN PERSEPSI SISWA TENTANG GURU MATEMATIKA DENGAN HASIL BELAJAR MATEMATIKA SISWA

2017 ◽  
Vol 15 (2) ◽  
pp. 143
Author(s):  
Mohamad Najichun ◽  
Widodo Winarso
Keyword(s):  
Correlation Analysis ◽  
Mathematics Teacher ◽  
Random Sampling ◽  
Student Perception ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Class Viii ◽  
Learning Test ◽  
The Relationship ◽  
Academic Year

The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performace. The population of the study were all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning test. The result of correlation analysis show no significant correlation between students perception towards teacher and academic performance (r= .155, p= .254).

scholarly journals Pendekatan Matematika Realistik Untuk Meningkatkan Kemampuan Berpikir Matematis Siswa

2020 ◽  
Vol 6 (2) ◽  
pp. 73-84
Author(s):  
Nurmudi Nurmudi
Keyword(s):  
Junior High School ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematical Approach ◽  
Whole Process ◽  
Learning Mathematics ◽  
Class Viii ◽  
Field Notes ◽  
Academic Year

AbstractThe purpose of this study is to improve students' mathematical thinking skills using a realistic mathematical approach. The research is a Classroom Action Research (CAR) conducted collaboratively and participatively. The subject of the research was the students of class VIII B, State Junior High School 2 Giriwoyo, in the academic year 2017/2018 with 32 students. While the object of research is the whole process of learning mathematics through the application of a realistic mathematical approach implemented in class VIII B of SMP Negeri 2 Giriwoyo. Based on data obtained from observations, field notes, questionnaires, interviews, tests of cycle I and cycle II, as well as documentation, the researcher concludes that mathematics learning activities through the application of a realistic mathematical approach in class VIII B of SMP Negeri 2 Giriwoyo are carried out according to plans that have been prepared . In addition, the purpose of the action taken is to improve students' mathematical thinking abilities achieved. Keywords: Realistic Mathematics Approach, Mathematical Thinking Ability

scholarly journals Penerapan Strategi Pembelajaran Aktif Question Student Have Untuk Meningkatkan Kemampuan Berpikir Kritis Matematik Siswa SMK

2019 ◽  
Vol 3 (1) ◽  
pp. 139-148
Author(s):  
Windi Wiliawanto ◽  
Martin Bernard ◽  
Padillah Akbar ◽  
Asep Ikin Sugandi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Vocational Students ◽  
Mathematics Students ◽  
Thinking Ability ◽  
Active Learning Strategies ◽  
Student Questions ◽  
Academic Year

This study aims to understand and improve the thinking ability of vocational mathematics students with active Question Student Have. This research is an experimental study. To see the suitability of the implementation of learning with this strategy, validation was carried out on the observation sheet and the implementation plan of learning. The subjects of this study were class XI TKJ 2 Penida Vocational School 2 Katapang 2016/2017 academic year (35 students). This strategy is used to get hopes and problems in mathematics learning written on the question card. The instrument used is a matter of description. . Data in the implementation of the application through a sheet of activities and learning outcomes compiled at the end of learning, a tool used to process pretest and posttest data from the results of using a computer with Minitab 16 software. Using the application of mathematics Question Student Have Strategies Owned by Students. The results of the research conducted on the Application of Active Question Student Have to Vocational Critical Mathematical Thinking Ability of students concluded that "the mathematical thinking ability of Vocational students through active learning strategies type of Student Questions Ask better about what is considered for mathematics students who learn to use learning models conventional.

Efektivitas Model Problem Based Learning (PBL) Berbantuan CD Pembelajaran, CD Interaktif Terhadap Prestasi Belajar Matematika

2019 ◽  
Vol 2 ◽  
Author(s):  
Ek Ajeng Rahmi Pinahayu ◽  
Aulia Ar Rakhman Awaludin ◽  
Purni Munah Hartuti
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Interactive Media ◽  
Problem Based Learning ◽  
Learning Achievement ◽  
Interactive Data ◽  
Variant Analysis ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Better Than

The study aims to determine the effectiveness of mathematics learning achievement for students who are subject to the Problem Based Learning model assisted by CD Learning and CD Interactive as well as Conventional learning models on flat-build material. The population in this study were seventh grade students of SMP Negeri 223 Jakarta Timur in the academic year 2017/2018. By using selected cluster random sampling techniques VII 3 as the control class, VII 6 and VII 7 respectively as the experimental class PBL models assisted CD learning and assisted PBL models CD Interactive. Data were obtained by documentation and tests, then analyzed by Normality, Homogeneity, One-way Variant Analysis (ANOVA), Two-party and One-party Similarity Test. The results showed that there were significant differences between mathematics learning achievement of students who were taught by learning using PBL models assisted by CD Interactive, PBL models assisted by CD learning and conventional learning. Learning achievement of students who get learning using CD Interactive media is better than students who get conventional learning. Likewise, the learning achievements of students who get learning using CD Learning, media are better than students who get conventional learning. In addition, there were no significant differences between the mathematics learning outcomes of students who were taught using PBL models assisted by CD Interactive and students using PBL models assisted by CD Learning.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Is There a Place for Theoretical Frameworks in Qualitative Research?

2021 ◽  
Vol 20 ◽  
pp. 160940692098795
Author(s):  
Casey M. Garvey ◽  
Rachel Jones
Keyword(s):  
Qualitative Research ◽  
Conceptual Understanding ◽  
Inductive Reasoning ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Common Sense Model ◽  
Rich Description ◽  
The Common ◽  
The Rich ◽  
Qualitative Analyses

Qualitative research proceeds from the position that there is no one observable reality. Researchers utilizing qualitative methods build findings inductively, from raw data to a conceptual understanding. Theoretical frameworks may be utilized to guide qualitative analyses by suggesting concepts and relationships to explore. The framework may provide a sense of the story emerging from the analyses. And concurrently, the rich description provided by the analyses may allow the framework to be more deeply appreciated. However, there is a risk that using a theoretical framework may stifle inductive reasoning or result in findings incongruent to the data. The following is a discussion of the application of a theoretical framework in a qualitative study. This study, guided by the Common-Sense Model, explores the choice to undergo treatment for Hepatitis C Virus among veterans. Examples from the analyses are provided to facilitate discussion on the utilization of a theoretical framework. Techniques to optimize the use of a theoretical framework, as well as mitigate risks of such use, are presented. When utilized alongside rigorous data analyses and introspection, a theoretical framework may serve as a valuable tool to navigate data in qualitative research.

Construction of H5-Index for Conference Ranking Indicator and its Correlation to ERA

2021 ◽  
Vol 20 (01) ◽  
pp. 2150011
Author(s):  
Worapan Kusakunniran ◽  
Thearith Ponn ◽  
Nuttapol Boonsom ◽  
Suwimol Wahakit ◽  
Kittikhun Thongkanchorn
Keyword(s):  
Correlation Analysis ◽  
Quality Assessment ◽  
Computer Science ◽  
Strong Correlation ◽  
Moderate Correlation ◽  
Data Cleansing ◽  
Rule Based ◽  
Ranking Systems ◽  
Rule Based Approach

This paper develops the Scopus H5-Index rankings, using the field of computer science as a case study. The challenge begins with the inconsistency of conference names. The rule-based approach is invented to automatically clean up duplicate conferences and assign unique pseudo ID for each conference. This data cleansing process is applied on conference names retrieved from both Scopus and ERA/CORE, in order to share common pseudo IDs for the sake of correlation analysis. The proposed data cleansing process is validated using ERA 2010 and CORE 2018 as references and reports the very small errors of 0.6% and 0.4%, respectively. Then, the Scopus H5-Index 2006–2010 and Scopus H5-Index 2014–2018 rankings are constructed and compared with the existing ERA 2010 and CORE 2018 rankings, respectively. The results show that the correlation within the Scopus H5-Index rankings (i.e. Scopus H5-Index 2006–2010 and Scopus H5-Index 2014–2018) is at the top of the moderate correlation band, where the correlation within the ERA/CORE rankings (ERA 2010 and CORE 2018) is at the top of the strong correlation band. While the correlations across ranking systems (i.e. Scopus H5-Index 2006–2010 vs. ERA 2010, and Scopus H5-Index 2014–2018 vs. CORE 2018) are at the bottom and middle of the moderate correlation band. It can be said that the quality assessment using the Scopus H5-Index ranking is more dynamic and quickly up-to-date when compared with the ERA/CORE ranking. Also, these two ranking systems are moderately correlated with each other for both periods of 2010 and 2018.

Implementation Of Direct Learning Model In Group To Improve Mathematics Achievement In Fifth Grade Students At Sdn 06 Perawang Barat In Academic Year 2012/2013

2018 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Maiharti Hadijah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Subject Matter ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
The Subject ◽  
Direct Learning ◽  
Classroom Action Research ◽  
Academic Year

Teacher has a very important role in creating an exciting and enjoyable learning environment in math lessons.Learning atmosphere is not exciting and fun for students usually to create learning activities that are less harmonious.As in SD 06 Perawang Barat is still low learning achievement of mathematics students, especially VD class with the number of students 32 people.Based on the mathematical repetition value of grade VD students contained in table 1 can be concluded that most students have not reached the established KKM that is 60 in 2012/2013           Another effort that teachers do is to provide practice questions (PR). Then the teacher also repeats the material that the students have not understood. But the effort made by the teacher has not achieved the expected result; low student learning achievement to mathematics is a material for researchers, that the need for mathematics learning that can improve the results of learning mathematics.               The formulation of the problem in this study is whether the application of direct learning model in groups can improve student achievement on the subject matter of the fractional matter in the VD SDN 06 Perawang Barat class in the even semester of the academic year 2012/2013?       The form of this research is collaborative classroom action research, in collaborative classroom action research involving teachers, principals, and outsiders in one team simultaneously, with the aim of improving learning outcomes, the development of theory and teacher performance improvement. This team relationship is a partnership, meaning that the position of team members with each other is the same that aims to think about the issues to be studied in classroom action research. In this case the researcher serves as a teacher. Action will be done is in order to improve the results of teaching mathematics at class VD SDN 06 in Perawang Barat.               The data in this study were collected with observation sheet and mathematics learning result test. Observations were made to the activities of the students and teachers during the learning process for each meeting by filling out the observation sheets that have been filled in by observing the observation sheets of each teacher and student behavior on the observation sheet. While data is about mathematics learning result collected through daily test (UH1) and daily test (UH2) which contains problem based on indicator that will be achieved based on lattice test result of learning.               The data obtained in this research is then analyzed through descriptive analysis.Descriptive data analysis aims to describe data about student learning outcomes on subject matter using in problem solving.               Based on the results of research and discussion concluded that the application of direct learning model in groups can improve student learning achievement at VD SDN 06 in Perawang Barat class on the subject matter using fractions in problem solving.      

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