Application of Connecting Learning Model-Organizing-Reflecting-Extending on The Ordinary Differential Equations Course

Yarman,; Fauzan, Ahmad; Lufri, .; Armiati, Armiati

doi:10.2991/icm2e-18.2018.81

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…This course is very important because it is related to other scientific disciplines such as biology, physics, chemistry, pharmacy, psychology, economics, and others (Yarman, 2018).…”

Section: Introductionmentioning

confidence: 99%

Procedural Knowledge-Based Strategies in Improving Student Learning Outcomes in Ordinary Differential Equations Courses

Lapele,

Jait

2023

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This research aims to identify the differences in average learning outcomes between students taught using procedural knowledge-based strategies and students who are taught without using procedural knowledge-based strategies. This research is quasi experimental research with a posttest-only design with nonequivalent groups. The population in this study were students from the Mathematics Education Department at IAIN Ambon. The samples used were students of the IAIN Ambon Mathematics Education Department Semester 3 (class A and class B). The number of class A students is 14 people and the number of class B students is also 14 people. The data collection technique in this research was tests. The instrument used is in the form of test questions. The test questions consist of three questions describing various types of ordinary differential equations. The data analysis technique used were the Mann Whitney U Test and descriptive test. The research results showed that there were differences in average learning outcomes between students who were taught using procedural knowledge-based strategies (experimental class) and students who were taught without using procedural knowledge-based strategies (control class). The average learning outcomes of experimental class students is higher than the average learning outcomes of control class students.

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“…This course is very important because it is related to other scientific disciplines such as biology, physics, chemistry, pharmacy, psychology, economics, and others (Yarman, 2018).…”

Section: Introductionmentioning

confidence: 99%

Procedural Knowledge-Based Strategies in Improving Student Learning Outcomes in Ordinary Differential Equations Courses

Lapele,

Jait

2023

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Analysis of Student Errors in Solving Ordinary Differential Equations Based on SOLO Taxonomy

Yarman

Fauzan

Armiati

et al. 2020

J. Phys.: Conf. Ser.

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This study aims to describe the errors of student in solving ordinary differential equation (ODE) problems based on SOLO taxonomy. In this case there are 5 kinds of errors, namely concept errors, using data, language interpretation, technical, and making conclusions. This descriptive study involved 10 ODE research subjects. The research results obtained are the subjects of research tends to make mistakes in the five SOLO taxonomy errors. The reason is because students are not skilled in using formulas, are not thorough, and the habit of not repeating lessons.

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Study on the Effect of CORE (Connecting, Organizing, Reflecting and Extending) Learning Model on Mathematics Learning Outcomes of Cognitive Domain

Ningsih¹,

Abdurahman²,

Mardapi³

et al. 2019

ujer

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In the world, mathematics education is one of the fields of study that occupies an important role in creating students who think logically, rational, critical and insightful. Therefore, mathematics is indispensable everyday life and a provision in the face progress of science and technology. This study aimed to assess the effect of the learning model CORE towards mathematics learning outcomes, especially those in the cognitive aspects-this research conducted at Junior High School 34 Pekanbaru with a quasi-experimental type of research. The study design uses a nonequivalent control group design with a sample of all students in class vii-1 (control class) and class vii-2 (experiment class). Data collection techniques using test techniques, observation techniques, and documentation techniques. While the data collection instruments used were a test sheet and observation sheet. Student learning outcomes tests were analyzed using descriptive statistical data analysis and inferential statistical data analysis. Results of data analysis descriptive study gained an average of learning outcomes posttest experimental classes (VII-2) = 83.70, and grade control (VII-1) = 68.02, whereas the results of t-test analysis showed that the experimental class (VII-2) is higher than the control classes (VII-1) seen from the values that t count (3,81) ˃ t table (68,02) with significance level α = 0,05. So it was concluded that the CORE model influences mathematics learning outcomes, especially on cognitive aspects.

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Application of Connecting Learning Model-Organizing-Reflecting-Extending on The Ordinary Differential Equations Course

Cited by 3 publications

References 1 publication

Procedural Knowledge-Based Strategies in Improving Student Learning Outcomes in Ordinary Differential Equations Courses

Procedural Knowledge-Based Strategies in Improving Student Learning Outcomes in Ordinary Differential Equations Courses

Analysis of Student Errors in Solving Ordinary Differential Equations Based on SOLO Taxonomy

Study on the Effect of CORE (Connecting, Organizing, Reflecting and Extending) Learning Model on Mathematics Learning Outcomes of Cognitive Domain

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