Sharing Teaching Ideas: Detective Stories in Junior High School Mathematics

1981 ◽  
Vol 74 (6) ◽  
pp. 434-490
Author(s):  
Ernest Woodward ◽  
J. Sam Tolleson ◽  
James Metz ◽  
Eleanor M. Goldstein
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Eighth Grade ◽  
High School Mathematics ◽  
Detective Story ◽  
Entire Class ◽  
Eighth Grade Students ◽  
Detective Stories ◽  
Teaching Ideas

One of our goals should be to present students with challenging and motivating problem-solving activities. The detective story format is one setting that seems to capture the interest of our eighth-grade students. In creating these stories one of our purposes was to construct clues to reinforce previously developed concepts and skills. Usually we presented individual students with mimeographed copies of the detective stories, along with directions for solving the problems. Occasionally we presented the clues, one by one, to the entire class. We used detective stories as part of regular assignments, but they can also be used as problem-of-the-week items or as bonus problems on tests.

Mathematics in the Junior High School: Remedial work in junior high school mathematics

1955 ◽  
Vol 48 (5) ◽  
pp. 344-346
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Instructional Materials ◽  
Eighth Grade ◽  
High School Mathematics ◽  
Nature Of Mathematics ◽  
Remedial Work

Because of the very nature of mathematics learning the instructional materials in that field are necessarily sequential. While perhaps a greater degree of flexibility exists in seventh and eighth grades than in earlier grades, there is much material in seventh- and eighth-grade mathematics which can hardly be learned at all unless appropriate background concepts, principles, and skills in mathematics have been acquired in previous grades. In addition to these mathematical learnings there are also understanding, readiness, attitudes, and skills in problem solving, which are essential to success in the junior high school.

The Design of Student Worksheet Problem based Learning to Improve Problem Solving Ability of the Eighth-Grade Students Junior High School in Indonesia

2018 ◽  
Vol 7 (4.30) ◽  
pp. 11
Author(s):  
Tio Akma ◽  
Supar Man
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Student Characteristics ◽  
Eighth Grade ◽  
School Students ◽  
Eighth Grade Students

The purpose of this research is to develop the design of the student worksheet Problem-Based Learning to improve the problem-solving ability of eighth-grade junior high school students. This research uses Four-D development model. The development procedure includes four stages: define, design, develop, and dissemination. The subjects of the study were eighth graders of junior high school 9 Yogyakarta, Indonesia. The object of this research is curriculum, student characteristics and evaluation of teaching materials. This research resulted in a) the results of needs analysis of student worksheet Problem Based Learning to improve problem-solving abilities appropriate to the curriculum, student characteristics, learning materials and objectives. b) the results of the Student Worksheet design consisting of the cover, introduction, table of contents, instructions manual, basic competence, supporting information, action steps, and exercise. This research can be continued to develop and dissemination.

Teaching Materials of Problem-Based Linear Equation System with Two-Variables for Eighth-Grade Students in Junior High School

2021 ◽  
Vol 1 (1) ◽  
pp. 119-123
Author(s):  
Nurhayati Abbas ◽  
Nancy Katili ◽  
Dwi Hardianty Djoyosuroto
Keyword(s):  
High School ◽  
Linear Equation ◽  
Junior High School ◽  
Junior High ◽  
Equation System ◽  
Eighth Grade ◽  
Teaching Material ◽  
Teaching Materials ◽  
Linear Equation System ◽  
Eighth Grade Students

This research is motivated by the lack of mathematics teaching materials that can make students learn on their own. The teaching material can be created by teachers as they are the ones who possess the knowledge about their students’ characteristics. Further, learning materials are a set of materials (information, tools, or texts) that can aid teachers and students to carry out the learning process. The two-variable linear equation system (SPLDV) is one of the mathematics materials taught to eighth-grade students of junior high school; it contains problems related to daily life. However, it is found that this material is still difficult to master by most students. Therefore, it is necessary to develop the SPLDV teaching materials that can help students learn and solve problems as well as be used as examples by teachers in developing other materials. This research aimed to make problem-based SPLDV teaching materials. The research method refers to the Four-D Model by Thiagarajan, Semmel, and Semmel (1974). It consisted of defining, designing, developing, and disseminating. The results showed that problem-based SPLDV teaching materials could be used in learning activities as the students and the teachers had shown their positive responses after going through expert assessments. This study also suggested that the teachers use this teaching material and adopt teaching materials for other similar materials.

scholarly journals KEEFEKTIFAN MODEL PEMBELAJARAN PICTURE AND PICTURE DAN MODEL SUGESTI IMAJINASI DALAM PEMBELAJARAN MENULIS PUISI PADA SISWA KELAS VIII SMP

2020 ◽  
Vol 9 (1) ◽  
pp. 19-25
Author(s):  
Qeis Karina Puspasari ◽  
Nas Haryati Setyaningsih
Keyword(s):  
High School ◽  
Experimental Design ◽  
Junior High School ◽  
Eighth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Experimental Group

Abstrak             Penelitian ini bertujuan untuk mengetahui keefektifan model Picture and Picture dan Model Sugesti Imajinasi dalam pembelajaran menulis puisi pada siswa kelas VIII SMP. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 5 Banjarnegara. Sampel penelitian ini yaitu siswa kelas VIII-D kelompok eksperimen 1 menggunakan model Picture and Picture dan VIII-C Kelompok eksperimen 2 menggunakan model Sugesti Imajinasi. Desain yang digunakan dalam penelitian ini adalah quasi experimental design dengan bentuk nonequivalent control group design. Hasil penelitian menunjukkan bahwa model Picture and Picture lebih efektif dibandingkan dengan model Sugesti Imajinasi dalam pembelajaran menulis puisi pada siswa kelas VIII SMP.   Kata Kunci: model picture and picture, model sugesti imajinasi, teks puisi.   Abstract This study aimed to determine the effectiveness of the Picture and Picture Model and Imagination Suggestion Model in learning to write poetry for eight-grade students of Junior High School. The population in this study were eighth-grade students of SMP Negeri 5 Banjarnegara. The samples of this study were the class VIII-D students as in the experimental group 1 using the Picture and Picture and VIII-C as in the experimental group 2 using the Imagination Suggestion model. The design used in this research is quasi experimental design with nonequivalent control group design. The results showed that the Picture and Picture model was more effective than the Imagination Suggestion model in learning to write poetry for the eighth-grade students of Junior High School.

A Problem-solving Component for Junior High School Mathematics

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Eighth Graders ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

scholarly journals The Influence of Information Literacy Learning and Problem-based Learning on Students’ Learning Outcome in Social Science Subject at Public Junior High School 2 of Kendit in Situbondo

2021 ◽  
Vol 2 (2) ◽  
pp. 88-97
Author(s):  
Mohamad Na'im ◽  
Boiman
Keyword(s):  
High School ◽  
Information Literacy ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Literacy Learning ◽  
Learning Outcome ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Science Subject

The objectives of this study are aimed at: 1) analyzing the effect of Information Literacy Learning model on the learning outcome of eighth-grade students of Public Junior High School 2 of Kendit in Situbondo in social science subject; 2) analyzing the effect of Problem-based Learning model on the learning outcome of eighth-grade students of Public Junior High School 2 of Kendit in Situbondo in social science subject; 3) analyzing the differences in the learning outcome of eighth-grade students of Public Junior High School 2 of Kendit in Situbondo between the application of the Information Literacy Learning model and Problem-based Learning. This research is a correlational study. Based on the results of data analysis, the study has drawn several conclusions. First, there is a very significant influence, marked at 53.7%, of the Information Literacy Learning on learning outcome. Second, there is a significant effect of the Problem-based Learning on learning outcome, as evinced by a correlation magnitude of 57.7%. Third, the analysis has identified no significant difference between Information Literacy Learning and Problem-based Learning on learning outcome shows. This shows that both learning models are equally well applied to improve learning outcome.

scholarly journals PENERAPAN MODEL PEMBELAJARAN MISSOURI MATHEMATIC PROJECT (MMP) UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 95-108
Author(s):  
Muhsin Muhsin ◽  
Husna Husna ◽  
Putri Raisah
Keyword(s):  
High School ◽  
Data Processing ◽  
Student Learning ◽  
Junior High School ◽  
Learning Process ◽  
T Test ◽  
Eighth Grade ◽  
P Value ◽  
Purposive Sampling ◽  
Eighth Grade Students

Mathematical learning activities are mostly carried out independently with limited guidance from the teacher. This raises the consequences of the demands for student independence in learning. Independence of student learning in the learning process will affect student learning outcomes, students who are independent in learning will enjoy working on problems independently. In fact, not all students have a sense of awareness to be independent in learning, sometimes even during the learning process, students often feel bored and lazy. This may be caused due to the lack of approaches and learning models used by educators. One solution to improve student learning independence through the Missouri Mathematics Project (MMP) learning model. The purpose of this study was to determine the increase in students' learning independence. The population in this study were all eighth grade students of Junior High School 4 Sakti. Sampling using Purposive Sampling class VIII1 was selected as an experimental class and class VIII3 as a control class. The instruments used in the form of an initial test (pretest) and final test (posttest) and a questionnaire of student learning independence. Data processing was performed using SPSS 16.0 using t-test statistics, namely independent sample T-test at a significant level of 0.05. From the results of data processing it is obtained that p-value = 0.001, because p-value <0.05 then H0 is rejected H1 is accepted. Thus it can be concluded that the application of the Missouri Mathematics project (MMP) learning model can improve the learning independence of eighth grade students of Junior High School 4 Sakti. Abstrak Kegiatan pembelajaran matematika sebagian besar dilakukan secara mandiri dengan bimbingan terbatas dari guru. Hal ini memunculkan konsekuensi adanya tuntutan kemandirian siswa dalam belajar. Kemandirian belajar siswa dalam proses belajar akan mempengaruhi hasil belajar siswa, siswa yang mandiri dalam pembelajaran akan senang mengerjakan soal secara mandiri. Pada kenyataannya tidak semua siswa memiliki rasa kesadaran untuk mandiri dalam belajar, bahkan kadang saat proses belajar berlangsung, siswa sering merasa bosan dan malas. Hal ini mungkin di sebabkan karena minimnya pendekatan dan model pembelajaran yang digunakan oleh pendidik. Salah satu solusi untuk meningkatkan kemandirian belajar siswa melalui model pembelajaan Missouri Mathematics Project (MMP). Tujuan dalam penelitian ini adalah untuk mengetahui peningkatan kemandirian belajara siswa. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 4 Sakti. Penarikan  sampel menggunakan Purposive Sampling maka terpilih kelas VIII1  sebagai kelas eksperimen dan kelas VIII3 sebagai kelas kontrol. Instrumen yang digunakan berupa tes awal (pretest) dan tes akhir (postest). Pengolahan data dilakukan dengan menggunakan bantuan SPSS 16.0 menggunakan statistik uji-t yaitu independent sampel T-test pada taraf signifikan 0,05. Dari hasil pengolahan data maka diperoleh bahwa p-value=0,001, karena p-value < 0.05 maka H0 ditolak H1 diterima. Dengan demikian dapat disimpulkan penerapan model pembelajaran Missouri Mathematics project (MMP) dapat meningkatkan kemandirian belajar siswa kelas VIII  SMP Negeri 4  Sakti. Kata Kunci: Kemandirian Belajar, Missouri Mathematics Project

scholarly journals Pengaruh Model Pembelajaran SAVI (Somatis, Auditori, Visual, dan Intelektual) terhadap Kemampuan Komuniasi Matematika Siswa

2018 ◽  
Vol 1 (2) ◽  
pp. 71-82
Author(s):  
Elya Rosalina ◽  
Harumi Citra Pertiwi
Keyword(s):  
High School ◽  
Data Analysis ◽  
Communication Skills ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Eighth Grade ◽  
Homogeneity Test ◽  
Eighth Grade Students ◽  
Academic Year

The purpose of the study is to determine the significant effect of SAVI learning model on mathematic communication skill of the eighth grade students of Karang Dapo State Junior High School in academic year 2016/2017. The study used True Experimental Method with design of control group pretest posttest. The Data analysis techniques used include normality test, homogeneity test and t-test. This research was carried out in class VIII Karang Dapo state Junior High School in academic year 2016/2017. This study was conducted in 5 (five) meetings, including 3 (three) learning meetings, 1 (one) pretest and 1 (one) posttest. 103 students as the members of 4 groups of eighth grade randomly selected to have equal opportunities to be the sample. Based on the results of data analysis with a significant level of α = 0.05 it can be concluded that there is a significant effect of SAVI learning model on the mathematic communication skills of eighth grade students of Karang Dapo State Junior High School in Academic Year in 2016/2017.The average score of students' mathematic communication skills in the experimental class was 25.64 and the control class was 17.02. Keywords: SAVI, communication, mathematics

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