Studi Komparasi Penggunaan Ice Breaking Dan Brain Gym Terhadap Minat Belajar Matematika Siswa Kelas Vii SMP Negeri 21 Makassar

Harsyad, Fatwal; Afiif, Ahmad; Abrar, Andi Ika Prasasti

doi:10.24252/mapan.2016v4n2a3

Cited by 8 publications

(7 citation statements)

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“…Ice breaking is an effective way used to break the less conducive atmosphere, such as tired, bored, and lazy to re-learn [15]. Ice breaking can make the students fresh, so the performance of their brain is optimized.…”

Section: Numbermentioning

confidence: 99%

Improving the Students’ Learning Concentration Through Ice Breaking

Sari¹,

Fauziyah²,

Ghozi³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This study aims to increase the students' learning concentration through ice breaking. It employs classroom action research method conducted in Islamic Junior High School (MTs) Surya Buana Malang subjecting 86 students of class VIIA, VIIB, and VIIC. To measure the students' learning concentration, observation sheet is used. The research steps are (1) planning, (2) action, (3) observation, and (4) reflection. The data of the students' concentration were analyzed by using the formula of frequency distribution. The research result in cycle 1 shows that students' ability refers to the category of Less Developing (LD) = 17%, Developing (D) = 33%, and Developed as Expected (DE) = 50%. In cycle 2, ice breaking for the students' concentration manages to reach the desired targets, which are LD = 10%, D = 23%, and DE = 67%. The cycle 1 and cycle 2 results show an increase in the number of students who are in the category of DE by 17%. Finally, it concludes that ice breaking can increase the students' learning concentration.

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Section: Numbermentioning

confidence: 99%

Improving the Students’ Learning Concentration Through Ice Breaking

Sari¹,

Fauziyah²,

Ghozi³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

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“…As well as research on developing learning media based on iSpring (Afandi, 2017;Cahyanti et al, 2019;Himmah, 2017;Nurwijayanti et al, 2019;Sastrakusumah, 2018;Vikulova, Makarova, & Gerasimova, 2018;Wagino & Zaenuddin, 2015) And research with the aim of increasing students' interest (Aprilia, 2012;H. Fitri & Wardi, 2026;Harsyad, Afif, & Abrar, 2016;Kinta Marini & Hamida, 2014;Siagian, R.E.F., 2015) However, no previous research has developed interactive mathematics multimedia learning based on iSpring Presenter to increase students' learning interest.…”

Section: Introductionmentioning

confidence: 99%

Developing an Interactive Mathematics Multimedia Learning Based on Ispring Presenter in Increasing Students’ Interest in Learning Mathematics

Anwar

Choirudin

Ningsih

et al. 2019

ajpm

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The purpose of this study is to develop a multimedia learning based on iSpring Presenter to increase students' interest in learning in mathematics. This study uses the ADDIE development model which consists of five stages, namely analysis, design, development, implementation, and evaluation. The data analysis technique used is descriptive quantitative. The results showed that the interactive mathematics multimedia learning based on iSpring Presenter has fulfilled the requirements to be considered feasible to be used in the learning process and is feasible to be used as learning support media to increase students' interest in learning through varied learning activities.

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“…Keberhasilan suatu proses belajar dipengaruhi oleh kemampuan seseorang dalam memusatkan perhatiannya terhadap obyek yang sedang dipelajarinya (Kapadia, 2014). Konsentrasi sangat diperlukan oleh mahasiswa, baik saat mengikuti proses pembelajaran di kampus maupun agenda pembelajaran di luar kampus (Harsyad, Afiif, & Prasasti Abrar, 2016).…”

Section: Hasil Dan Pembahasanunclassified

The Effect of Brain Gym on the Learning Concentration of Student in STIKES NU Tuban

Basuki

Faizah²

2020

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Introduction: Concentration is an important aspect for a person in achieving learning and is related to the working ability of the brain. Maximum brain performance increases concentration, so that changes in parts of the brain also occur so there will be a decrease in the level of concentration. Objective: The purpose of this study is to compare the influence of the brain gym on student learning at STIKES NU Tuban. Method: The design of this study was Quasy Experimental by designing a pretest-posttest with a control group. The sample uses a systematic random sampling taken by 26 respondents (13 experimental group respondents and 13 control group respondents). Data collection using a questionnaire. Analysis using the Mann Whitney test. Results: Asymp results were obtained. Sig. = 0,000 which means the help of the composition of brain gym for the concentration of student learning. Discussion: Giving brain gym intervention as an ice breaker can make a good contribution to the concentration of student learning. Brain gym can be applied to students, just before the lesson starts or in the middle of the lesson, and the implementation time is approximately 10-15 minutes.

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Studi Komparasi Penggunaan Ice Breaking Dan Brain Gym Terhadap Minat Belajar Matematika Siswa Kelas Vii SMP Negeri 21 Makassar

Cited by 8 publications

References 0 publications

Improving the Students’ Learning Concentration Through Ice Breaking

Improving the Students’ Learning Concentration Through Ice Breaking

Developing an Interactive Mathematics Multimedia Learning Based on Ispring Presenter in Increasing Students’ Interest in Learning Mathematics

The Effect of Brain Gym on the Learning Concentration of Student in STIKES NU Tuban

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