Penerapan Strategi  Pembelajaran   Multiple Intelligences (Mi) Untuk Meningkatkan Kemampuan Penalaran Dan Disposisi  Matematis Siswa SMP

Ariany, Riva Lesta; Dahlan, Jarnawi Afgani; Dewanto, Stanley P.

doi:10.25134/jes-mat.v3i1.445

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hasil uji beda dengan SPSS 21 pada Hasil penelitian ini sesuai dengan teori dan temuan dari penelitian lain walaupun berbeda mata pelajaran dalam implementasi strategi MIR. Artinya metode video critic berbasis multiple intellegences dapat diterapkan pada mata pelajaran umum (Ariany et al, 2017) maupun mata Pelajaran Agama Islam (Wahyudi & Alafiah, 2016). Demikian juga strategi pembelajaran multiple intellegences terbukti efektif dalam meningkatkan prestasi belajar yang diterapkan di sekolah inklusi (Andriyani, 2017).…”

Section: Hasil Uji Beda (T')unclassified

The Effectiveness of The Video Critic Method in Multiple Intelligences-Based Learning for VIII Class Students at Madrasah Tsanawiyah

Ru'iya¹,

Masduki²,

Latifah³

2022

JIP

View full text Add to dashboard Cite

Strategy is important in the learning process to encourage student success. The teacher's expertise in compiling and using appropriate-strategies with learning materials will increase the effectiveness of learning. This study is a pre-experimental design study, intending to know the effectiveness of the video critic method in multiple intelligences-based-learning in class VIII students at Madrasah Tsanawiyah. The sample used was 30 students that choosen by random sampling. The data collection instrument was a cognitive test. The data analysis technique used a different test "t" test with the help of the Statistical Package for the Social Sciences (SPSS) 21. The results showed learning-outcomes incrased before and after using the video critic method based on multiple intelligences research (MIR). The results of the "t" difference test obtained a value of 10,806 (p < .00), so it can be concluded that there is a significant difference between the learning outcomes before using the MIR-based video critic method and the learning outcomes after using the MIR-based video critic method. This happens because students can learn according to their learning style, so they enjoy learning and learning more meaningfully.

show abstract

Section: Hasil Uji Beda (T')unclassified

The Effectiveness of The Video Critic Method in Multiple Intelligences-Based Learning for VIII Class Students at Madrasah Tsanawiyah

Ru'iya¹,

Masduki²,

Latifah³

2022

JIP

View full text Add to dashboard Cite

show abstract

“…Hal ini akan berdampak dalam penyelesaian masalah, dimana jika mengalami kesulitan, mahasiswa yang memiliki disposisi matematis positif akan bertahan dan terus berusaha untuk menyelesaikan masalah tersebut. Kesulitan dalam belajar materi aplikasi integral untuk luas daerah secara khusus dan belajar kalkulus secara umum, harus diatasi dengan penyediaan atau pemilihan pendekatan, model, dan strategi pembelajaran yang sesuai sehingga mampu meningkatkan kemampuan matematis dan sikap positif terhadap matematis seperti disposisi matematis (Choridah, D.T., 2013;Husnidar et al, 2014;Bernard, M., 2015;Nasrullah, 2015;Kusmaryono & Dwijanto, 2016;Ariany, R.L. et al, 2017;Sugiyanti & Prasetyowati, 2018).…”

Section: Gambar 4 Contoh Hasil Pekerjaan Mahasiswa Kesulitan Dalam Munclassified

Kesulitan Belajar Mahasiswa pada Materi Aplikasi Integral untuk Luas Daerah dalam Perspektif Disposisi Matematis

Susilo

Darhim

Prabawanto

2019

Kreano

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar yang dialami mahasiswa pada materi aplikasi integral untuk luas daerah dalam perspektif disposisi matematis. Penelitian ini menggunakan metode deskriptif eksploratif dengan instrumen skala, tes, dokumentasi, dan catatan lapangan. Data diambil dari 80 mahasiswa dari program studi S1 pendidikan matematika di sebuah universitas di Jawa Tengah. Hasil penelitian menunjukkan bahwa mahasiswa dengan disposisi matematis positif sedang dan tinggi memiliki jenis kesulitan yang sama yaitu (1) kesulitan dalam menggambar grafik, (2) kesulitan dalam menentukan daerah yang dicari luasnya, (3) kesulitan dalam menentukan batas integral, (4) kesulitan dalam menggunakan rumus integral, dan (5) kesulitan dalam memahami integral. Mahasiswa dengan disposisi matematis positif rendah selain mengalami kelima kesulitan tersebut, juga mengalami kesulitan dalam menghitung integral. Terdapat tren atau kecenderungan peningkatan persentase pada 2 jenis kesulitan, dan penurunan persentase pada 1 jenis kesulitan, sedangkan pada 3 jenis kesulitan yang lain bersifat fluktuatif.The purpose of this research was to described the learning difficulties experienced by students in integral application material for the area in the perspective of mathematical dispositions. This research used descriptive exploratory methods with scale, tests, documentation, and field notes instruments. Data was taken from 80 undergraduate students from the mathematics education study program at a university in Central Java. The results showed that students with moderate and high positive mathematical dispositions had the same types of difficulties, namely (1) difficulties in drawing graphics, (2) difficulties in determining the area to be searched for, (3) difficulties in determining integral boundaries, (4) difficulties in using integral formulas, and (5) difficulties in understanding integrals. Students with low positive mathematical dispositions in addition to experienced these five difficulties, also experienced difficulties in calculating integrals. There is a trend or tendency to increase percentage in 2 types of difficulties, and a decrease in percentage in 1 type of difficulty, while in 3 other types fluctuating.

show abstract

“…Several previous studies have discussed how to apply the models (Amelia, 2015;Awaliyah, 2016) and research in improving mathematical reasoning abilities and mathematical communication (Adesty, Nurhanurawati, & Widyastuti, 2014;Ambarwati, Dwijanto, & Hendikawati, 2015;Andrianti, Irawati, & Sudin, 2016;Ariany & Dahlan, 2017;Atsnan, 2015;Diandita, Johar, & Abidin, 2017;Hapizah, 2015;Hartati & Suyitno, 2015;Indriani, 2018;Khamid & Santosa, 2016;Nopitasari, n.d., 2015;Nurhayati, 2018;Nuriadin, 2015;F. G. Putra, 2016; R. W. Y.…”

Section: Introductionmentioning

confidence: 99%

The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication

Kusuma

Rahmawati

Ramadoni

2020

ajpm

View full text Add to dashboard Cite

The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities

show abstract

Penerapan Strategi Pembelajaran Multiple Intelligences (Mi) Untuk Meningkatkan Kemampuan Penalaran Dan Disposisi Matematis Siswa SMP

Cited by 5 publications

References 0 publications

The Effectiveness of The Video Critic Method in Multiple Intelligences-Based Learning for VIII Class Students at Madrasah Tsanawiyah

The Effectiveness of The Video Critic Method in Multiple Intelligences-Based Learning for VIII Class Students at Madrasah Tsanawiyah

Kesulitan Belajar Mahasiswa pada Materi Aplikasi Integral untuk Luas Daerah dalam Perspektif Disposisi Matematis

The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication

Contact Info

Product

Resources

About