Auditory intellectually repetition learning model and trade a problem learning model on row and series algebraic material: The influences on numerical skills

Syazali, Muhamad; Iqoh, Ulfa; Mufty, Vistania Febiola; Rahmawati, Yasinta

doi:10.1088/1742-6596/1796/1/012104

Cited by 3 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This shows that the longer AIR is implemented, the repetition of similar exercises will be more frequent, so students' understanding will be deeper. This follows research conducted by (Sarniah et al, 2019;Syazali et al, 2021) that students' understanding of mathematical concepts using the AIR model is better than the direct learning model.…”

Section: Figure 2 Students Activity In Groupsmentioning

confidence: 99%

Achieving Gold in Cambridge Lower Secondary Science Test

Munawwarah,

Alqadri

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study investigates students’ performance in the Cambridge Lower Secondary Test, especially in science subjects, after implementing the AIR (Auditory, Intellectually, and Repetition) learning model. The research subjects are ICP (International Class Program), totaling 16 students at SMP IT Albiruni Mandiri Makassar. The implementation of the AIR model is carried out since students are in stage 8 and continue to stage 9. The type of test for stages 7 and 8 is the Cambridge Lower Secondary Progression Test. The stage 9 test type is the Cambridge Lower Secondary Checkpoint. The test results are described in the form of grades, namely Bronze, Silver, and Gold. At stage 7, the percentage of students who received Bronze was 68.75%, Silver 31.25%, and Gold 0.00%. There was a significant increase in stage 8, with 37.50% who got Bronze, 18.75% got Silver, and 43.75% got Gold. Then at stage 9, there was an increase of 68.75% of students who got Gold, 12.50% got Silver, and 18.75% got Bronze

show abstract

Section: Figure 2 Students Activity In Groupsmentioning

confidence: 99%

Achieving Gold in Cambridge Lower Secondary Science Test

Munawwarah,

Alqadri

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Education is very important in producing quality Human Resources, so that the progress or failure of a country is influenced by educational factors (Manan, 2017;Maskur et al, 2020;Rahmawati et al, 2021;Syazali et al, 2021). One element of education that plays an important role in realizing educational goals is the curriculum (Siregar et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Discipline Character and Religious Character: The Effect on Students' Numerical Ability

Pradana,

Fatimah,

Rahmawati

et al. 2023

Universitas Jambi

View full text Add to dashboard Cite

Numerical abilities and educational character are very important in learning mathematics at school, some of the student characters that must be considered are disciplinary and religious characters. This study aims to determine the effect of students' disciplinary and religious character on numerical ability. This study uses survey research methods with descriptive research types with survey techniques. The population used in this research is all SMP/MTs/equivalent in North Lampung for the 2020/2021 academic year. The sampling technique used in this study was the cluster random sampling technique, so that MTs Negeri 1 North Lampung and MTs Negeri 2 North Lampung were obtained as samples. Three classes were taken from each school as a sample consisting of representatives from class VII, VIII and IX. The instruments used in this study were a numerical ability test and a disciplinary character questionnaire and a religious character. Data analysis technique using Multiple Linear Regression analysis. Based on the results of the analysis, it was found that the influence of the disciplinary character of the religious character on students' numerical abilities was very strong, amounting to 73.6 percent. The results of the regression equation analysis show Y = 32.586 + 0.286X1 + 0.368X2. This equation shows that every 1 increase in the disciplinary character variable will affect the numerical ability variable by 0.286. Likewise, for the coefficient of the religious character variable, it will affect the numerical ability variable of 32.586.

show abstract

“…Efforts to improve a learning implementation process can be made by applying innovative learning models. Several learning methods can be applied by students, especially in the shutter of activity, independence, which can be used by education as future learning materials so that students' learning abilities can be obtained optimally so that students are motivated, one of which is the Auditory Intellectual Repetition learning model (Ridlo, 2021;Syazali et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Comparison of Auditory Intellectually Repetition Approach and Student Teams Achievement Division Approach to Mathematics Learning Outcomes of Elementary School Students

Abdul,

Rukli,

Sukmawati

2022

PiJIES

View full text Add to dashboard Cite

This study compares the Auditory Intellectually Repetition approach and the Student Teams Achievement Division approach to elementary school mathematics learning outcomes. This type of research is quantitative research. The research design used is the Pretest Posttest Control Group Design. The population in this study were fifth-grade students in Mappkasunggu District, and the samples of this research were fifth-grade students of public elementary school No. 106 Inpres Takalar I and fifth-grade students of state elementary school no. 23 Center Takalar I. The data collection technique used was multiple choice questions. The research results based on descriptive analysis showed that the average value of mathematics learning outcomes with the AIR learning approach reached 75.33, and the Student Teams Achievement Division approach reached 60.67. At the same time, the results of the inferential analysis show that the Auditory Intellectually Repetition approach has a more significant effect than the Student Teams Achievement Division approach on student mathematics learning outcomes. The sig value obtained based on the multivariate test table in the Manova test is smaller than 0.05.

show abstract

Auditory intellectually repetition learning model and trade a problem learning model on row and series algebraic material: The influences on numerical skills

Cited by 3 publications

References 5 publications

Achieving Gold in Cambridge Lower Secondary Science Test

Achieving Gold in Cambridge Lower Secondary Science Test

Discipline Character and Religious Character: The Effect on Students' Numerical Ability

Comparison of Auditory Intellectually Repetition Approach and Student Teams Achievement Division Approach to Mathematics Learning Outcomes of Elementary School Students

Contact Info

Product

Resources

About