Peningkatan Kemampuan Pemahaman Matematis Siswa Menggunakan Worked Example

Intan, Intan Noorfitriani; Rosyid, Abdul

doi:10.31943/mathline.v5i1.127

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Based on the score category in the pretest and computational thinking skills in each experimental class, there is a significant improvement in terms of computational thinking skills when worked examples strategy is used either with or without voice notes. Noorfitriani and Rosyid (2020) It was found that the students can break down the problem into a simpler form. The students can identify the function of f(x) and f(x+h) from the questions presented as a source of searching for the first derivative by the definition given.…”

Section: Discussionmentioning

confidence: 99%

Learning Mathematics Formulas by Listening and Reading Worked Examples

Maryati,

Retnowati,

Thoe

2022

Indonesian J. Teach. Sci.

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This study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. Both learning strategies were implemented in the derivative of polynomial algebraic function learning. This quasi-experimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via WhatsApp group. Data were analyzed using ANCOVA with student initial ability measured during the pretest as the covariate. The study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. Worked example without voice notes was more effective and makes students have less cognitive load during learning. In addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. This study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated.

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Section: Discussionmentioning

confidence: 99%

Learning Mathematics Formulas by Listening and Reading Worked Examples

Maryati,

Retnowati,

Thoe

2022

Indonesian J. Teach. Sci.

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“…Previous research by Santosa, Rafianti, & Yulistiany (2022) stated that there were different abilities in solving mathematical problems between students who received worked-example and expository learning methods; (2) There are differences in the ability to solve mathematical problems between students who have high and low initial abilities (Santosa et al, 2022). Meanwhile, Noorfotriani & Rosyid (2020) stated that the increase in students' mathematical understanding abilities using worked examples was in the high category (Noorfitriani & Rosyid, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation Worked Example-Based Learning to Improve Junior High School Students' Mathematical Representation Ability

Nuraeni,

Simarmata,

Tarigan

2023

jptk

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The purpose of this study was to apply worked example-based learning as an effort to improve the representation ability of junior high school students. This research is a quasi-experiment study with a non-equivalent control group design. The population in this study were all students of class VIII SMP Negeri 1 Talang Kelapa, Banyuasin, South of Sumatera, with a purposive sampling technique taken two classes as the sample. Samples on select from is student in class VIII.3 were used as experiment class, and class VIII.4 used as a control class. The instrument that used in this research is a mathematical representation test. The validation of this instrument was carried out by an expert review. Analysis the data using t-test with independent samples test. From the results of data analysis show the average final ability of students' mathematical representations in the experimental class was the same as the average final ability of students in the control class with Asymp.Sig (1-tailed) = 0.086. But, the average value of the post-test in the experimental class was 60, and the average value of the post-test in the control class was 53.13. Its meaning that the average test score of students' mathematical representation abilities in the experimental class was higher than the average ability test score mathematical representation of students in the control class

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Peningkatan Kemampuan Pemahaman Matematis Siswa Menggunakan Worked Example

Cited by 2 publications

References 2 publications

Learning Mathematics Formulas by Listening and Reading Worked Examples

Learning Mathematics Formulas by Listening and Reading Worked Examples

Implementation Worked Example-Based Learning to Improve Junior High School Students' Mathematical Representation Ability

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