Implementation of Team Assited Individualization Instructional Strategies Supported by Geogebra Software to Improve Mathematical Problem Solving Ability

Nasruddin, Nasruddin; Mashuri, Sufri; Jahring, Jahring

doi:10.23960/jpp.v9.i1.201903

Cited by 5 publications

(5 citation statements)

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“…In fact, mathematics is one of the compulsory subjects in schools in primary and secondary education units. This has been stipulated by the government through law of the republic of Indonesia number 20 of 2003 concerning the national education system article 37 paragraph 1 that mathematics is one of the subjects that must be included in the primary and secondary education curriculum [1]. Mathematics equips students with the ability to think logically, analytically, systematically, critically, creatively and the ability to work together so that students have the ability to survive in the era of globalization [2].…”

Section: Introductionmentioning

confidence: 99%

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

Jahring

Haidar

2023

AJESS

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This study aims to describe students' numeracy literacy skills by gender, and analyze inferentially the differences in numeracy literacy between male and female students. The sample of this study involved 48 students of MTs Negeri 1 Kolaka consisting of 21 male students and 27 female students. Research data were collected using numeracy literacy test instruments, data analysis includes: (1) descriptive analysis that aims to describe students' numeracy literacy ability which includes mean score, standard deviation and variance; and (2) inferential analysis aimed at determining differences in numeracy literacy skills between male students and female students using independent sample t tests on the condition that the normality and homogeneity of the data are met. The results of the study include: (1) descriptively, including: students' numeracy literacy ability is in the low category, and the numeracy literacy ability of female students is higher than that of male students; and (2) inferentially, including: data on students' numeracy literacy ability are normally distributed, and homogeneous, and there is no difference in numeracy literacy ability between male and female students.

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Section: Introductionmentioning

confidence: 99%

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

Jahring

Haidar

2023

AJESS

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“…Observing this, it is better to renew innovation and mindset toward learning goals of mathematics that are more varied with learning methods or models that can optimize students' abilities (Hariyati et al, 2013). An exciting and effective learning model or method is needed so students can participate in the learning process (Nasruddin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach

Nasruddin,

Mashuri,

Djidu

et al. 2023

JWS

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This study aims to determine the average increase in the mathematical representation ability of students who are taught using Team Assisted Individualization (TAI) learning and conventional learning and to see the effectiveness of the TAI learning model with a constructivist approach. The subjects in this study were students of class VIII SMP Negeri 3 Samaturu in the even semester. Sampling was carried out using cluster random sampling technique as the experimental unit selected two research classes. Data analysis techniques using descriptive statistics and inferential statistics. Furthermore, the results of inferential statistics on hypothesis testing using the t-test. Based on the results and discussion in this study, several conclusions were obtained, namely: (1) students' mathematical representation abilities before being taught by the TAI model with a constructivism approach consisting of 19 students showed an average of 14.08, with a standard deviation of 5.78615; (2) students' mathematical representation abilities after being taught using TAI learning with a constructivism approach show an average value of 58.72, with a standard deviation of 7.332761; and (3) Learning mathematics through the TAI learning model is more effective than conventional learning.

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“…In the current digital era, teachers as educators and motivators in the learning process, always make improvements and changes to the learning system in the classroom. For example, the use of Information and Communication Technology (ICT)-based learning media must be fully understood (Fuad, 2013;Vajoczki, 2011;Nasruddin, 2019). Reforms in learning need to be built and developed in order to create a pleasant learning atmosphere, so that the atmosphere of interaction in the classroom, both between teachers and students, as well as between students, can grow and develop well.…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Creative Problem Solving (CPS) Learning Model Based on Information and Communicaton Technologies (ICT) to Improve Mathematics Learning Outcomes

Miftachurohmah,

Nasruddin,

Jahring

et al. 2022

J. Prisma. Sains

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This research aims to improve students' mathematics learning outcomes by using a learning model based on Information and Communicaton Technologies (ICT). This research is a Classroom action research qualitative research. This research method consists of: (1) planning (planning); (2) the implementation of the action (action); (3) observation and evaluation (observation and evaluation); (4) reflection (reflection). This research uses descriptive statistical data analysis involving 20 students, including 7 boys and 13 girls and using instruments in the form of student worksheets and interview guidelines for teachers and students. Based on the results of initial observations, it shows that the low learning outcomes obtained by students. This is because teachers have less ability to vary learning models/strategies, where teachers only explain the material to students and then ask questions, but only a few students have an active understanding of concepts/knowledge in learning. Based on the daily test results, before the first cycle of action, only 40% of students with an average score of 60.1 scored 70 from the KKM (Minimum Graduation Criteria), which was 75%. In the first cycle, there was an increase from the initial test which was 40% to 55% of students with an average score of 65.98 who obtained a score of 70, while in the second cycle the test also increased to 85% with an average score of 80.56 who obtained a score 70. The final result of this research is that it can improve Mathematics Learning Outcomes by Applying the ICT-based Creative Problem Solving (CPS) Learning Model.

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Implementation of Team Assited Individualization Instructional Strategies Supported by Geogebra Software to Improve Mathematical Problem Solving Ability

Abstract: the significance value was 0.005 (α<0.05) with the average scores of the experimental and control classes 80.42 and 76.03. Conclusion: TAI strategy with graphical software is more effective in improving the mathematical problem solving ability than conventional learning.

Cited by 5 publications

References 0 publications

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

Gender Differences Influence Student’s Numeracy Literacy in Secondary Schools in Kolaka Regency, Indonesia

Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach

Implementation of the Creative Problem Solving (CPS) Learning Model Based on Information and Communicaton Technologies (ICT) to Improve Mathematics Learning Outcomes

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