The Effect of Different Ways in Presenting Teaching Materials on Students’ Mathematical Problem Solving Abilities

Sari, Nenden Mutiara; Yaniawati, Poppy; Darhim, Darhim; Kartasasmita, Bana G.

doi:10.29333/iji.2019.12432a

Cited by 14 publications

(11 citation statements)

References 18 publications

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“…This is because the available teaching materials only focus on the material and practice questions, so learning becomes monotonous. Teachers should improvise so that education is not dominated by textbooks which have an impact on student activities in learning (Hasibuan et al, 2019;Rahmi et al, 2019;Sari & Yaniawati, 2019;Siagan et al, 2019;Ulandari et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Development of Combined Module Using Contextual Scientific Approach to Enhance Students' Cognitive and Affective

Kurniansyah¹,

Hidayat

Rohaeti

2022

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This research on the development of experimental product test designs aims to develop learning products to solve problems that occur in the field and find out and analyze the mathematical problem-solving abilities and Habits of Mind of MTs students whose learning uses a combination of scientific approaches and contextual approaches compared to MTs students who use scientific approaches. The research subjects were conducted on students in Indonesia with details of 1 class at MTs Azzahra Batujajar for a limited trial, three classes from MTs Bhakti Pertiwi Cililin, MTs Albidayah, and MTs Al-Mukhtariyah Rajamandala for field trials, and two classes at MTs Nurul Hidayah Batujajar for product testing and used as the experimental class and the control class. The instrument in this research is a set of mathematical problem-solving abilities and a non-test to determine the students' Habits of Mind. The results of this study indicate that the process of developing teaching materials is carried out well, and the product is feasible to use. Mathematical problem-solving abilities and Habits of Mind of students who receive learning using a combination of scientific and contextual approaches are better than those who receive knowledge using a scientific approach.

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Section: Discussionmentioning

confidence: 99%

Development of Combined Module Using Contextual Scientific Approach to Enhance Students' Cognitive and Affective

Kurniansyah¹,

Hidayat

Rohaeti

2022

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“…So, it appears that the snow cube throwing model has a positive impact on improving student learning outcomes. This is supported by the results of research by Sari, et al (2019) showed that the snow cube throwing model could improve students' mathematical problem-solving abilities. The advantages of the snow cube throwing model can also be seen from several relevant studies related to the use of the snowball throwing model.…”

Section: Discussionmentioning

confidence: 56%

Student Learning Outcomes using the Snow Cube Throwing Learning Model with Cooperative Settings

Sari

Munawar

2021

FRM

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The purpose of this study was to analyze the differences in learning outcomes between students who received snow cube throwing and students who received an expository learning model. In addition to these objectives, another objective of this study is to test the effectiveness of using the snow cube throwing learning model on student learning outcomes. The research method used was a quasi-experimental with a non equivalent control group design. The population of this study were all students of class XI at SMAN 5 Cimahi. The sample in this study consisted of 2 groups, namely the experimental class and the control class selected by purposive sampling. Each group consisted of 40 students, so that there were 80 students who were sampled in this study. Data analysis in this study used the independent sample t-test and effect size. The results of the data analysis show that the learning outcomes of students who get the snow cube throwing model are better than the learning outcomes of students who get the expository model. The effectiveness of using the snow cube throwing model is more effective in improving student learning outcomes, as indicated by the value of the effect size which is included in the high category.

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“…Besides, the inability of subjects to solve circle problems correctly can also be caused by the less variety in the teaching methods used by teachers on subjects, as revealed in Hasibuan et al (2020). It leads to a lack of exploration activities and then leads to the subject's lack of understanding of the concepts (Dasaradhi et al, 2016) so that subjects cannot solve various problems (Sari, Yaniawati, Darhim, & Kartasasmita, 2019). Furthermore, this less varied learning method also allows students to carry out activities that are not following their needs (Mumpuniarti, Handoyo, Pinrupitanza, & Barotuttaqiyah, 2020).…”

Section: Discussionmentioning

confidence: 99%

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Hasibuan¹,

Santosa

Syamsuri

2022

jel

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Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.

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The Effect of Different Ways in Presenting Teaching Materials on Students’ Mathematical Problem Solving Abilities

Cited by 14 publications

References 18 publications

Development of Combined Module Using Contextual Scientific Approach to Enhance Students' Cognitive and Affective

Development of Combined Module Using Contextual Scientific Approach to Enhance Students' Cognitive and Affective

Student Learning Outcomes using the Snow Cube Throwing Learning Model with Cooperative Settings

Slow learners’ performance in solving mathematical problems in the inclusive classroom

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