JOURNAL OF MATHEMATICS EDUCATION

APPLICATION OF DIFFERENTIATED LEARNING IN MATHEMATICS LEARNING TO IMPROVE STUDENTS' MATHEMATICAL PROBLEM SOLVING ABILITIES

2024-07-22T14:54:55+00:00

Specifically, this study has several objectives: 1) To determine the difference in the improvement of mathematical problem-solving abilities between students who receive differentiated instruction and those who receive conventional instruction; 2) To ascertain students' responses to mathematics learning using the differentiated instruction model. The subjects of this research were Class VIIIA and VIIIB of SMP Negeri 1 Serangpanjang in the 2023-2024 academic year. The design used in this study was the Pretest-Posttest Control Group Design. The research method employed was the experimental method, with the type of experiment used being true experimental design. In this study, two classes were used: the experimental class and the control class. The experimental class received treatment using the differentiated instruction model, while the control class received conventional instruction. Hypothesis testing was conducted using the Mann-Whitney U test. The results showed that: 1) The improvement in mathematical problem-solving abilities of students who received mathematics instruction through differentiated learning was better than that of students who received conventional instruction; 2) Almost all students 75,04% responded positively to mathematics learning using the differentiated instruction model.

APPLICATION OF THE LEARNING CYCLE 7E LEARNING MODEL TO IMPROVE STUDENTS' MATHEMATICAL REASONING ABILITIES

2024-08-13T15:33:22+00:00

Mathematical reasoning skills are very important in the learning process, so that improving students' mathematical reasoning skills a learning model is needed that can train students' reasoning skills. This study aims to; 1) to find out whether the improvement of mathematical reasoning skills of students who obtain Learning Cycle 7E learning is better than students who obtain conventional learning; 2) to find out how students' learning motivation towards learning mathematics with the Learning Cycle 7E learning model. The method used in this study is a quasi-experimental method (Quasi Experimental) with a nonequivalent pretest-posttest control group design. The population in this study is all class VII of SMPN 1 Subang while the sample in this study is class VII B as an experimental class and class VII C as a control class. The material provided was about Data and Diagram (Using Data). Based on research results, the improvement of mathematical reasoning ability of students who obtained the Learning Cycle 7E learning model was better than that of students who obtained conventional learning, the output results of the t independent samples test were obtained that the value of sig. (2-tailed) of 0.015 which means it is smaller than 0.05 so that H₀= is rejected and H₁= is accepted. Then in mathematics teaching using the Learning Cycle 7E model, students have positive learning motivation.

APPLICATION OF THE PROJECT BASED LEARNING (PjBL) LEARNING MODEL TO IMPROVE STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITIES

2024-08-04T09:22:42+00:00

This research aims to determine the increase in creative thinking abilities mathematics student between student who receive the Project Based Learning (PBL) learning model and student who receive the conventional learning model. The method used in this research is an quasi experimental, with the research design the nonequivalent pretest-posttest control group research design. The population design in this research were all student at SMAN Binong with purposive sampling. The samples used were class X-6 as the experimental class and X-4 as control class. the instrument used in this research were test and non-test instruments are used to measure students’ mathematical creative thinking abilities mathematics, while non-test instrument are used to determine student responses to application to the Project Based Learning (PBL) learning model. Based on research result, it show that (1) the increase in mathematical creative thiking abilities of students who receive the Project Based Learning (PBL) learning model is significantly higher than student who receive the conventional learning model;(2) the students show a positive response to the implementation of the Project Based Learning (PBL) learning model.

APPLICATION OF THE TAKE AND GIVE LEARNING MODEL TO IMPROVE STUDENTS' UNDERSTANDING OF MATHEMATICAL CONCEPTS

2024-08-03T08:08:51+00:00

This study aims to find out whether there is an increase in the ability to understand mathematical concepts of students who use the take and give learning model with conventional learning, as well as to find out students' attitudes towards the take and give model. This research was carried out at SMA Negeri 1 Pagaden using a quantitative approach. This method uses the Quasi Experiment and the research design of The Nonequivalent Pretest-Posttest Control Group Design.The population of this study is class X students of SMA Negeri 1 Pagaden. The sample used the purposive sampling method, with class X2 as the experimental class and class X4 as the control class. The instruments used consist of test and non-test. The test contains questions about understanding mathematical concepts, while the non-test contains a questionnaire to measure students' attitudes in the experimental class. Based on the results of the study using N-gain data, it was shown that the improvement in the ability to understand mathematical concepts of students who used the take and give learning model was better than that of students who used conventional learning, namely 0.34 > 0.20. For the questionnaire analysis, interest in mathematics was 4.0 and positive, interest in the take and give model was 3.4 and positive, and interest in concept comprehension ability was 3.6 and positive with an overall average of 3.37 and positive. This shows that students give a positive attitude towards the take and give learning model.

APPLICATION OF THE LEARNING STARTS WITH A QUESTIONS LEARNING MODEL TO IMPROVE UNDERSTANDING CAPABILITY STUDENTS' MATHEMATICS CONCEPTS

2024-08-09T12:15:03+00:00

This research aims to determine the increase in students' ability to understand mathematical concepts in mathematics learning with the Learning Starts with a Questions learning model compared to the regular learning model. As well as measuring students' attitudes towards learning mathematics with the Learning Starts with a Questions learning model. This research includes quasi-experimental research. The population in this study were class X students of Senior High School 2 Subang for the 2023/2024 academic year, then two classes were taken as samples. The research instruments used were written tests of students' ability to understand mathematical concepts and questionnaires. The collected data was analyzed using inferential analysis techniques. The analysis used is a test of equality of two means from the results of the initial test and the final test, using a significance level of α = 0.05. The results of the research show that increasing students' ability to understand mathematical concepts with the Learning Starts with a Questions learning model is better than increasing students' ability to understand mathematical concepts with the regular learning model. And in general, students responded positively to the Learning Starts with a Questions learning model. Thus, learning mathematics using the Learning Starts with a Questions learning model can be used as an alternative in learning mathematics to improve students' ability to understand mathematical concepts.

IMPLEMENTATION OF MATHEMATICS LEARNING THE PEER TUTORING COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS' MATHEMATICAL CONNECTION ABILITIES

2024-08-13T00:51:04+00:00

This study aims to find out whether the improvement of mathematical connection skills of students who receive the peer tutoring cooperative learning model is better than that of students who receive conventional learning. The method used in this study is a quasi-experimental method with the first class as an experimental class given learning using the peer tutoring cooperative learning model and the second class as a control class given learning using the conventional learning model. The research design used in this study is Nonequivalent Control Group Design. The population in this study is all class VIII of SMPN 1 Binong with a sample of class VIII B as an experimental class and class VIII C as a control class. The material provided is about statistical material. The instruments used in this study consist of two types, namely test instruments in the form of pretest and posttest questions and non-test instruments in the form of attitude questionnaires using the Likert scale. Based on the results, it was shown that the improvement of students' mathematical connection skills using the peer tutoring cooperative learning model was better than conventional learning (0.11 > 0.07), in addition, the results of the questionnaire of students' attitudes towards learning with an overall average of 3.61. showed that students' attitudes towards the peer tutoring cooperative learning learning model were positive.