Edmodo-based blended learning on mathematical proving capability

Pertiwi, Anggun; Kariadinata, Rahayu; Juariah, Juju; Sugilar, Hamdan; Ramdhani, Muhammad Ali

doi:10.1088/1742-6596/1157/4/042001

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…Blended learning is the process of combining two or more forms of learning such as online and offline, offline with computers, as well as two or more other learning models (Bryan & Volchenkova, 2016;Fisher & Kusumah, 2018;Goos et al, 2020;Hrastinski, 2019;Kashefi et al, 2012;Ojaleye & Awofala, 2018;Pertiwi et al, 2019;Supriadi et al, 2014). Meanwhile, problem-based learning constructs the knowledge that students have based on the context of the problem in order to formulate appropriate solutions (Arends, 2015;Birgili, 2015;Ojaleye & Awofala, 2018;Ramadhani et al, 2019;Simanjuntak et al, 2021;Sugiyono, 2016).…”

Section: Learning Modelmentioning

confidence: 99%

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

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The ability to solve mathematical problems is desired in the 21st century due to its function in improving students' mathematical skills. However, it is observed to be very low among students and this implies there is a need for an appropriate learning model such as blended learning which can be taught online and offline to conduct problem-based learning activities. This research aims to determine (1) the difference in mathematical problem-solving abilities between students taught using a blended learning model and those with problem-based learning by considering their mathematical resilience and (2) the influence between mathematical resilience and students' problem-solving abilities. This is quantitative research conducted using a pretest-posttest randomized experimental design on 233 students at the 7thgrade. The data were collected using tests and questionnaires. The research data analysis technique used was covariance analysis (ANCOVA). The quadrant analysis of the covariance test showed the value of F(1.231) was 12.260 at 0.001 <0.05, and this means there are differences in problem-solving abilities between the two classes of students based on their mathematical resilience. The test concerning the influence showed 0.000 < 0.005, which indicates an influence between mathematical resilience and student problem-solving abilities at 79.8%. The results showed that these two skills influence each other and can improve students' ability to solve mathematical problems. Therefore, in addition to selecting an active learning model for students, educators also need to instill positive mathematical resilience during the learning process due to its effectiveness in increasing the confidence and persistence of students in solving problems.

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Section: Learning Modelmentioning

confidence: 99%

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Fitriani¹,

Herman²,

Fatimah³

2023

INT J INSTRUCTION

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“…Dari hasil penelitian dapat diketahui bahwa nilai rata-rata hasil belajar pada kelas eksperimen mengalami peningkatan yang cukup signifikan, dimana nilai rata-rata belajar posttest 71,8 lebih besar daripada nilai hasil belajar pretest 52.67. sehingga model pembelajaran blended learning lebih mempengaruhi hasil belajar siswa dibandingkan dengan model konvensional. Bila blended learning dilakukan dengan baik, maka paling tidak ada tiga manfaat yang dapat diperoleh salah satunya meningkatkan hasil pembelajaran melalui pendidikan jarak jauh (Herliana et al, 2015;Nopitasari, Rahmawati, & Ratnawati, 2021;Pertiwi, Kariadinata, Juariah, Sugilar, & Ramdhani, 2019). Hasil uji-t menunjukkan bahwa terdapat pebedaan yang signifikan artinya perbedaan itu dikarenakan perlakuan dengan model pembelajaran blended learning.…”

Section: Pembahasanunclassified

Pengaruh Model Pembelajaran Blended Learning Terhadap Hasil Belajar Mata Pelajaran Ipa Materi Cahaya Dan Alat Optik Di SMPN 3 Salahutu

Indayani¹,

Hunusalela

Mursalin³

2021

Orb. J. Pend. Ilm. Fis.

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ABSTRAKPenelitian ini bertujuan untuk mengetahui adakah pengaruh model pembelajaran blended learning terhadap hasil belajar IPA materi cahaya dan alat optik pada siswa kelas VIII di SMPN 3 Salahutu. Jenis penelitian yang digunakan adalah quasi eksperimen, dengan sampel sebanyak 66 siswa yang terbagi dalam kelas eksperimen dan kontrol. Instrumen dalam penelitian ini yakni instrumen tes (tes berbentuk pilihan ganda) dan non-tes (lembar observasi guru). Instrumen tes telah diuji validitas dan reliabilitas, sehingga dari 50 soal, diperoleh 30 soal yang valid dan reliabel untuk selanjutnya digunakan sebagai instrumen pengukuran. Hasil tes siswa kemudian diuji statistik menggunakan uji t. Berdasarkan analisis data, diperoleh nilai thitung sebesar 2,171 dan ttabel sebesar 2,036 sehingga thitung >ttabel. Hal ini berarti Ho ditolak pada taraf signifikan α = 0,05. Berdasarkan uraian tersebut, maka dapat disimpulkan bahwa Ha yang menyatakan bahwa terdapat pengaruh model pembelajaran blended learning terhadap hasil belajar IPA siswa diterima. Kata Kunci: model pembelajaran blended learning; hasil belajar; cahaya dan alat optik ABSTRACTThis study aims to determine whether there is an effect of the blended learning model on the science learning outcomes of light and optical instruments in class VIII students at SMPN 3 Salahutu. The type of research used is quasi-experimental, with a sample of 66 students divided into experimental and control classes. The instruments in this study are test instruments (multiple choice tests) and non-tests (teachers' observation sheets). The test instrument has been tested for validity and reliability, so that from 50 questions, 30 questions are valid and reliable to be used as measurement instruments. The students' test results were then statistically tested using the t-test. Based on data analysis, the value of tcount is 2.171 and ttable is 2.036 so that tcount > ttable. This means that Ho is rejected at the significant level = 0.05. Based on this description, it can be concluded that Ha which states that there is an influence of the blended learning learning model on students' science learning outcomes is accepted. Keywords: blended learning model; learning outcomes; light and optical devices

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“…Dari pengintegrasian Edmodo dalam pembelajaran matematika, hasil penelitian sebelumnya menunjukkan bahwa pengintegrasian Edmodo dengan model pembelajaran tertentu dapat digunakan untuk memfasilitasi siswa dalam mengembangkan kemampuan matematisnya dalam domain kognitif seperti kemampuan pemecahan masalah matematis (Noviyanti et al, 2019;Rahmawati, 2018;Suarsana et al, 2019), kemampuan koneksi matematis (Yaniawati, Kartasasmita, Kariadinata, & Sari, 2017), kemampuan berpikir kritis matematis (Rosiyanah et al, 2019), kemampuan literasi matematis (Kusuma et al, 2016), pemahaman terhadap konsep dan prosedur matematis (Nugraha et al, 2019), dan kemampuan melakukan pembuktian matematis (Pertiwi, Juariah, & Kariadinata, 2017;Pertiwi, Kariadinata, Juariah, Sugilar, & Ramdhani, 2019).…”

Section: Pengintegrasian Edmodo Dalam Pembelajaran Matematikaunclassified

Peluang dan Tantangan Pengintegrasian Learning Management System (LMS) dalam Pembelajaran Matematika di Indonesia

Rafi

Nurjannah

Fabella

et al. 2020

jtm

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This literature review aimed to describe the opportunities and challenges of integrating the Learning Management System (LMS) in mathematics learning, especially in terms of the non-technical aspects. Because many LMS platforms which can be integrated into learning process, this review only discusses the three LMS platforms which are common, namely Moodle, Edmodo, and Schoology. This review was conducted with the method as proposed by Templier and Paré (2015), in which the literature materials consisted of journal articles, proceedings, and official websites of LMS. The results of this review showed that integrating the LMS in mathematics learning indicated opportunities in terms of the positive impact which can be obtained from integrating the LMS. On the other hand, the identified challenges were about how mathematics content or materials were organized through integrating the LMS, providing feedback, and maximizing the online discussion facility provided by LMS. Therefore, to obtain the positive impact from integrating the LMS into mathematics learning, teachers should pay attention to these three challenges.

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Edmodo-based blended learning on mathematical proving capability

Cited by 8 publications

References 8 publications

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

Pengaruh Model Pembelajaran Blended Learning Terhadap Hasil Belajar Mata Pelajaran Ipa Materi Cahaya Dan Alat Optik Di SMPN 3 Salahutu

Peluang dan Tantangan Pengintegrasian Learning Management System (LMS) dalam Pembelajaran Matematika di Indonesia

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