The Effects of Reciprocal Teaching Learning Strategy and Self efficacy on Learning Outcomes of Early Childhood (AUD) Mathematical Logic

Erwanto, Erwanto; Maryatmi, Anastasia Sri; Budiyanto, Agung

doi:10.24042/ajpm.v9i1.2567

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…Questionnaires, assessments, test surveys and focus group interviews were not used to collect qualitative and quantitative data, as shown in Table 1 , twenty-eight studies [ 3 , [6] , [7] , [8] , [9] , [12] , [13] , [14] , [15] , [16] , [17] , [18] , [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [45] , [46] , [47] , [48] , [49] , 50 ]. Accessed students’ course grades from different levels.…”

Section: Resultsmentioning

confidence: 99%

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Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Mafarja¹,

Mohamad²,

Zulnaidi³

et al. 2023

Heliyon

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Section: Resultsmentioning

confidence: 99%

“… Metacognitive theory to gain knowledge on the effects of reciprocal teaching and self-efficacy on the results of AUD mathematical logic learning. [ 48 ] 21 Bilgoon, 2017, Saudi Arabia. Experimental design 80 students were chosen at random from the fifth primary level.…”

Section: Resultsmentioning

confidence: 99%

Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Mafarja¹,

Mohamad²,

Zulnaidi³

et al. 2023

Heliyon

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“…Earlier studies have shown that the CRI learning model can reduce students' misconception of complex concepts [39]. Additionally, the RT method can improve readingmetacognitive strategy awareness [40], mathematical logic [41], mathematical connection ability [13], impact self-regulation [42], and improving the students abilities [43]. On the other hand, no research integrates CRI and RT using mastery concepts.…”

Section: Figurementioning

confidence: 99%

Reciprocal Teaching and Certainly of Response Index Learning Model Impact of Mastery Mathematics on Curriculum 2013

Maskur¹,

Suherman²,

Andari³

et al. 2022

P Sci Edu

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The problem and the aim of the study. In mathematics, the concept of mathematical mastery is essential. However, students' conceptual mastery of mathematics in curriculum 2013 (K-13) remains deficient. As a result, teachers must emphasize mathematical mastery in their instruction. Learning mathematics in a classroom, on the other hand, continues to face several challenges, including students' perceptions that mathematics is complex and uninteresting. Furthermore, mathematics performance scores in PISA lower than the OECD average. To tackle this phenomenon, improved mastery mathematics can be achieved using the Certainly of Response Index (CRI) and Reciprocal teaching (RT) learning models. Furthermore, this study aimed to compare the learning models of CRI and RT to mastery of mathematics, then determine which of the two learning models is more effective at improving students' mathematical mastery. Research methods. This method used is a quasi-experiment using a nonequivalent control group design. Essay questions were used with the angles and triangles material in both the pretest and post-tests. Cluster random sampling was used in this study to select participants at Secondary School Darul 'Amal of Metro, Lampung, Indonesia, consisting of 33 students’ both experimental class I (CRI learning model) and experimental class II (RT learning model). A t-test was used to test the hypothesis using statistical analysis SPSS software 25 and effect size to perform the learning model's effectiveness. Results. To test for normality and homogeneity, a significance level (α) of 0.05 should be used when conducting hypothesis testing. The average pretest and posttest scores of 50.17 and 82.23, respectively, in experiment 1 and 2. The normality and homogeneity of the pretest and posttest in both teaching model experiment class I and experiment class II are acceptable. The application of experiment I and Experiment II with sig value was 0.220 and 0.133, respectively, this indicates that the sample was drawn from a normally distributed population with a level of significance of 0.05. Using Levene's homogeneity of variance test, the angle and triangle test data were normally distributed, with a sig value of 0.517 for pretest and post-test was 0.531, the highest value above the 0.05. Based on the hypothetical test analysis, that tcalculate > ttable (3.86 > 1.99) indicates differences between the learning models used in experiments I and II. Additionally, the effect size score was 0.88 with high criteria. In conclusion, the CRI learning model and the RT learning model differ in mathematical mastery. The Effect Size test result was 0.88 in the high category. Based on the results, the CRI model has a greater impact on math mastery than the RT models. It is concluded that the CRI model can be used as an alternative solution for teaching and learning.

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“…Pada pembelajaran dengan model Reciprocal Teaching berbantuan media interaktif memungkinkan terjadinya suatu sistem pembelajaran tutor sebaya yang dapat membantu peserta didik yang tidak berani dalam memberi tanggapan dan pendapat nantinya dapat berinteraksi dengan teman sekelasnya (Vahlia & Sudarman, 2015). Selain itu, digunakannya model Reciprocal Teaching berbantuan media Interaktif dalam pembelajaran juga sejalan dengan teori kontruktivisme (Erwanto, Maryatmi, Budiyanto, 2018). Kontruktivisme yang dimaksud adalah dalam pembelajarannya memberikan kebebasan kepada siswa untuk memperoleh dan membangun pengetahuannya secara mandiri sehingga siswa bisa lebih paham dengan konsep-konsep dalam pelajaran dan juga bisa mengkontruksi idenya sendiri dalam bentuk tulisan atau lisan (Rangkuti, 2014).…”

Section: Metodeunclassified

Kemampuan Komunikasi Matematis Melalui Model Reciprocal Teaching Berbantuan Media Interaktif

Mahadewi

Ardana

Mertasari

2020

JNPM (Jurnal Nasional Pendidikan Matematika)

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Abstrak. Penelitian ini bertujuan untuk menguji pengaruh dari model Reciprocal Teaching yang berbantuan media interaktif terhadap kemampuan komunikasi matematis siswa kelas VIII SMP di Kediri. Penelitian ini memberikan solusi yaitu menerapkan model Reciprocal Teaching berbantuan media interaktif atas kendala dalam penerapan model Reciprocal Teaching dalam pembelajaran dimana tidak semua siswa dapat memahami materi matematika hanya dengan membaca. Penelitian ini menggunakan metode eksperimen semu, dengan post test only control group design. Sampel penelitiannya sebanyak 133 siswa kelas VIII salah satu SMP Negeri di Kediri. Pengumpulan data menggunakan tes, data diuji dengan menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan secara signifikan pada rata-rata hasil post test kelompok kontrol dan kelompok eksperimen, dimana rata-rata dari kelompok eksperimen lebih besar daripada ratarata kelompok kontrol. Sehingga model Reciprocal Teaching berbantuan media interaktif mempengaruhi kemampuan komunikasi matematis siswa. Kata kunci: Reciprocal Teaching, media interaktif, kemampuan komunikasi matematis.

show abstract

The Effects of Reciprocal Teaching Learning Strategy and Self efficacy on Learning Outcomes of Early Childhood (AUD) Mathematical Logic

Cited by 5 publications

References 10 publications

Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Reciprocal Teaching and Certainly of Response Index Learning Model Impact of Mastery Mathematics on Curriculum 2013

Kemampuan Komunikasi Matematis Melalui Model Reciprocal Teaching Berbantuan Media Interaktif

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