GESAMSU (Gedrik Saruk Memang Seru) Based Environmental: Effectiveness Of Games On Mathematics Communication Ability Of Elementary School Students

Andayani, Andayani; Saputra, Alpin Herman; Irianto, Eri; Setiawan, Bramianto

doi:10.35445/alishlah.v14i2.1745

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…The data were taken by the documentation method using the technique of simak bebas libat cakap (SBLC) [17,18]. Furthermore, the data were analyzed using descriptive techniques following the stages of the interactive model of Miles and Huberman [19]…”

Section: Methodsmentioning

confidence: 99%

``Pak SUSNO cerdas banget'' Compliment as a Realization of Brown and Levinson's Politeness Strategy in Netizen Responses on YouTube

Pramujiono,

Ardhianti,

Widya Hanindita

et al. 2024

KSS

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In interacting, speakers will try to build harmony with their speech partners so that their speech is polite and not face threatening. Likewise with netizens when responding to uploads on YouTube. Even though based on surveys by Microsoft, Indonesian netizens are said to be uncivilized, but there are many netizens who maintain politeness in interacting. One strategy used is to compliment. This phenomenon is interesting to describe through research. The research aimed to describe and explain the use of compliments as a realization of the Brown and Levinson netizen’s politeness strategy in responding to uploads on YouTube. This research was a descriptive qualitative research using a cyberpragmatic perspective. The research data were utterances that realized Brown and Levinson’s compliment strategy. Research data sources: (1) Pidato pertama Moeldoko usai terpilih sebagai ketum Demokrasi versi KLB Deli Serdang (https://www.youtube.com/watch?v=sH_LeUYEktk), (2) SBY soal KLB Moeldoko (https://www.youtube.com/watch?v=zAtIiAnUxEU), (3) ILC-Suhu politik semakin memanas (https://www.youtube.com/watch?v=kDUwkJJSCA4), dan (4) ILC-Di balik polisi tembak polisi (https://www.youtube.com/watch?v=_4bjW51ef3Y). The data were taken by the documentation method using the technique of “simak bebas libat cakap (SBLC)”. Furthermore, the data were analyzed using descriptive techniques following the stages of the interactive model. Based on the results of data analysis, it can be found that the realization of compliments as a politeness strategy includes (1) compliment for attitude, (2) compliment for character, (3) compliment for behavior, (4) compliment for speech, (5) compliment for intelligence, (6) compliment for academic achievement, and (7) compliment for work performance. The results of this research strengthens the politeness theory of Brown and Levinson, enriches the study of cyber pragmatics, and can also be implemented in learning, especially in building the character of students. Keywords: compliment, netizen response, politeness strategies, youtube

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Section: Methodsmentioning

confidence: 99%

``Pak SUSNO cerdas banget'' Compliment as a Realization of Brown and Levinson's Politeness Strategy in Netizen Responses on YouTube

Pramujiono,

Ardhianti,

Widya Hanindita

et al. 2024

KSS

View full text Add to dashboard Cite

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“…The types of games provided can be classified into board games [36,40,[42][43][44][45][46][47], card games [16,32,36,41,[47][48][49][50], calculator games [12], puzzles [45,51], drama-based games [52,53], outdoor activity games, including sport [35,54,55], game-based worksheets [56], the traditional Indonesian game Jirak [57], fractions manipulatives game [31], and tangram and origami [58]. The remaining studies incorporated multiple types of games into a single study and included but were not limited to self-made games from paper bags, dice games, bingo, battleship, finger twister, deal or no deal, and pattern blocks [15,32,37,39,[59][60][61].…”

Section: Game/intervention Detailsmentioning

confidence: 99%

Non-Digital Games That Promote Mathematical Learning in Primary Years Students: A Systematic Review

Russo,

Kalogeropoulos,

Bragg

et al. 2024

Education Sciences

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Despite primary school teachers demonstrating strong preferences for using non-digital games over digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games. To address this gap, the current systematic literature review focuses on non-digital, games-based, empirical studies in the primary mathematics classroom over the past two decades from 2003 to 2022. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was employed as a guideline for the data-collection process. The review presents an analysis and synthesis of 34 manuscripts, representing 32 distinct studies. Over three-quarters of manuscripts employed quantitative methodologies and around half qualitative methodologies, whilst studies focused exclusively on student, as opposed to teacher, outcomes. Despite Australia and Indonesia being comparatively overrepresented, the studies in scope were notable for both their geographic diversity and the eclectic range of game types and structures incorporated; although they did tend to disproportionately focus on number and operations, as opposed to other mathematical content areas. Moreover, the impact of mathematical games was generally positive across the broad range of outcomes considered, suggesting that mathematical games are potentially effective for both developing mathematical proficiencies, as well as improving dispositions towards mathematics. Future research directions are discussed.

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“…The development of this technology starts in developed countries, so Indonesia, as a developing country, needs to align itself with the developed countries. The story of science and technology increasingly encourages renewal efforts in using technological results in the learning process (Andayani et al, 2022). Educators have their way of determining the design of the sequence of learning activities.…”

Section: International Journal Of Social Science Research and Reviewmentioning

confidence: 99%

The Effect of Laboratory-Based Learning Strategies and Mathematic Logical Intelligence on Learning Outcomes of Linear Algebra Courses

Dafid

Wibawa

Situmorang

2022

IJSSRR

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This study aims to: (1) analyze the difference in the mean difference that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Methods This research uses quantitative research with experimental methods is 3×2 factorial with three levels of qualification of independent variables: laboratory-based learning strategies, Realistic Mathematics Education (RME) learning strategies, and Direct Instruction (DI) strategies. The results of this research are Differences in learning outcomes for linear algebra courses between students who are taught using laboratory-based learning strategies and students who are trained using DL (Direct Learning) learning strategies, and those prepared using RME (Realistic Mathematics Education) learning strategies. The average difference value (mean difference) that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Linear Jabar on students with high and low mathematical and logical intelligence. This is in line with the explanation that knowledgeable people will more readily accept or understand lessons. There is an interaction between learning strategies and logical-mathematical intelligence on linear algebra learning outcomes. Based on the study results, it is explained that the collaboration between learning strategies and logical-mathematical intelligence is a form of interaction or influence of learning strategies on learning outcomes of linear algebra courses on mathematical, logical intelligence, or vice versa.

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GESAMSU (Gedrik Saruk Memang Seru) Based Environmental: Effectiveness Of Games On Mathematics Communication Ability Of Elementary School Students

Cited by 6 publications

References 23 publications

``Pak SUSNO cerdas banget'' Compliment as a Realization of Brown and Levinson's Politeness Strategy in Netizen Responses on YouTube

``Pak SUSNO cerdas banget'' Compliment as a Realization of Brown and Levinson's Politeness Strategy in Netizen Responses on YouTube

Non-Digital Games That Promote Mathematical Learning in Primary Years Students: A Systematic Review

The Effect of Laboratory-Based Learning Strategies and Mathematic Logical Intelligence on Learning Outcomes of Linear Algebra Courses

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