LPP - Mathematics Education

Improving Student Achievement Using Flipchart Based Cooperative Learning in Tulungagung

2021-11-03T03:23:21Z

Improving Student Achievement Using Flipchart Based Cooperative Learning in Tulungagung Aziz, Abd.; Sari, Nadia Roosmalita; Sibilana, Annas Ribab; Muniri; Surahmat This study aims at improving student learning achievement using flip chart medium design based on cooperative learning method. To prove this goal, this study is focused on (1) knowing the effectiveness of learning media (flip chart) applied to thematic subjects for grade 2 elementary schools in Rejotangan District on student learning outcomes; (2) finding out whether there is an influence of the use of flip chart learning medium on the thematic subjects learning outcomes of grade 2 elementary school students in Rejotangan Districts. The population of this study was 12 elementary school institutions in Rejotangan, Tulungagung subdistrict, by setting 4 schools as samples which were divided into 2 schools as experimental classes (flip chart learning design) and 2 schools as control classes (conventional learning). The sample selection is done using a simple random sampling technique and the data analysis techniques carried out descriptively and inferentially. The results of this study indicate that flip chart learning medium based on cooperative learning method can be said to be quite effective in improving student learning outcomes. This is evidenced by using the N-Gain Score test with a significance level of 62%, while conventional media is not effectively applied to thematic subjects with a percentage of 8%. Furthermore, Mann Whitney test results show that the significance score is 0.00. Therefore, it can be seen that there is a positive influence on the use of flip chart learning medium on learning outcomes in thematic subject of grade 2 elementary school in Tulungagung subdistrict. The results recommend that using cooperative learning with flip chart as a medium is very effective in improving student learning outcomes on thematic subjects of elementary schools lower graders. [ARCHIVES] Copyright Article from : Universal Journal of Educational Research

Interaction Pattern of Inquiry Learning on Data Collection and Presentation Material at SDN 13 Ampenan

2021-11-03T03:20:33Z

Interaction Pattern of Inquiry Learning on Data Collection and Presentation Material at SDN 13 Ampenan Hastuti, Intan Dwi; Surahmat; Sutarto This study aims to describe the inquiry learning interaction patterns on data collection and data presentation in terms of metacognitive activities. Interaction in inquiry learning allows children to help one another and learn from one another in constructing mathematical knowledge. Researchers observed the learning process of the fifth-grader at SDN 13 Ampenan Mataram, West Nusa Tenggara. This research is descriptive qualitative research. The subjects in this study consisted of 30 fifth graders involved in small groups of classrooms learning and interaction. Data collection is done through classroom observation and the entire learning process recordings. The researcher also made field notes during the learning process. The results of the analysis show that there are three interaction patterns formed. There are 1) interaction patterns between students and teachers, 2) interaction patterns among students and learning resources, 3) interaction patterns among students, teachers, and learning resources. The interaction pattern between students and teacher occurred dominantly at the orientation and conclusion stages. The interaction pattern between students and students and learning resources predominantly occurs at the stage of problem-solving. The interaction pattern between students and students, teachers, and learning sources were more dominant in the stages of preparing hypotheses, data collection, and data analysis. Through inquiry learning, students are able to construct their own knowledge better through meaningful learning where they are fully involved in observing and measuring activities with their friends in a group. In-group inquiry learning also encourages the emergence of students' metacognitive activities. [ARCHIVES] Copyright Article from : Universal Journal of Educational Research

The Effectiveness of Problem-Based Learning to Improve Students’ Conjecturing Ability in Solving Block-Paving Problems

2021-11-03T03:19:10Z

The Effectiveness of Problem-Based Learning to Improve Students’ Conjecturing Ability in Solving Block-Paving Problems Sutarto; Dafik; Hastuti, Intan Dwi; Surahmat This study was aimed at finding out the effectiveness of Problem-Based Learning (PBL) model to improve students’ ability in solving paving block problems. This study applied the combination between the quantitative and qualitative method (mixed methods) in the data collection and analysis. The quantitative method was used to analyze students’ conjecturing ability, while the qualitative method was functioned to explore the data of the observation and interview. The subject of the quasi-experiment was junior secondary high school students. Thus, the data were analyzed using the inferential statistical analysis. The result of t-test showed the sig (2-tailed) test of the pre test was 0.832 (p> 0.05). It indicated that it was not significant. It means there are two homogeneous classes in terms of students' conjecturing ability. In addition, the analysis of the independent sample t-test in the post-test, the sig. (2-tailed) was 0.00 (p = <0.05). It was significant. It indicated that the students’ achievement of two classes were different after giving treatments using the PBL model. The result of analysis showed that students’ conjecturing ability from the experimental class was better than the control class. In other words, the application of the PBL model was effective in enhancing students' conjecturing abilities in solving paving block problems. [ARCHIVES] Copyright Article from : International Journal Of Scientific & Technology Research

Teacher Actions Bring up Students' Thoughts in Solving Mathematical Problems

2021-11-03T02:58:39Z

Teacher Actions Bring up Students' Thoughts in Solving Mathematical Problems Syaifuddin; Fathani, Abdul Halim; Surahmat This article aims to describe the actions taken by the teacher to bring out students' thoughts so that students are able to make strategies in solving mathematical problems. Data obtained from direct observation of the research subject when giving actions to students. The subject of the study was the mathematics teacher who was chosen based on special characteristics that fit the purpose of the study. In this study, there are 2 different characteristics when the teacher gives action to students so that students are able to make strategies in solving problems with the story. First, the teacher gives four actions as follows: (1) the teacher asks students to rewrite the problem using their own words, write down what is known and what is asked in the problem; (2) the teacher asks students to turn problems into symbolic problems; (3) the teacher asks students to create symbolic mathematical problems and use operations and procedures in mathematics appropriately to solve problems; (4) the teacher directs students to check the results of problem solving. Second, the teacher gives the following actions: (1) the teacher asks students to write down what is known and what is asked in the problem; (2) the teacher asks students to turn problems into symbolic problems; (3) the teacher asks students to create symbolic mathematical problems and use operations and procedures in mathematics appropriately to solve problems. [ARCHIVES] Copyright Article from : Universal Journal of Educational Research