Definition Constructed Process in Mathematics Learning (original) (raw)
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Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan memahami konsep matematika yang diajarkan siswa menggunakan model pembelajaran Conceptual Understanding Procedures (CUPs) dengan kemampuan memahami konsep matematika yang diajarkan siswa dengan menggunakan model pembelajaran langsung pada siswa kelas VIII di SMPN 2 Langke Rembong. NTT, Indonesia. Quasi Experimental Research dengan desain Posttest-Only Control Group Design melibatkan siswa kelas 358 di SMP 2 Langke Rembong, yang berjumlah 355 orang. 65 anggota sampel dipilih menggunakan random sampling. Analisis data menggunakan statistik parametrik melalui uji-t yang didahului dengan melakukan uji prasyarat analisis. Perhitungan ukuran efek dilakukan untuk melihat seberapa besar pengaruh model pembelajaran CUP terhadap pemahaman siswa tentang konsep matematika menggunakan persamaan Hedges. Sebagai hasil analisis disimpulkan bahwa kemampuan untuk memahami konsep matematika siswa yang diajarkan menggunakan model pembelajara...
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Mathematical thinking is the habit of mind. It is important for school as it activates and regulates thinking that is essential for conceptual learning. Although, mathematics’ educationists are undivided in this that conceptual learning is a tough cognitive activity and uncontroversial aim of mathematics education. Piaget described this conceptual learning process in four discrete stages that transcend with the passage of time. In mathematics, developing concept is a long term process, independent of age and it progresses in stages. And each stage requires proper mathematical thinking behavior that evokes different images of related concept. This article explained the process of concept that depends upon four interconnected mathematical thinking stages with reference to Piaget’s stages rather than age. Despite the formal age of a person, a person will be in the first stage of a specific concept if he/she does not have the sense of concept. The critical conclusion of this article rev...
Advances in Social Sciences Research Journal, 2018
This study aims to analyze (1) The Differences of Improving Communication Ability and Mathematical Concepts Understanding between Students that Given Problem Based Learning and Discovery Learning, (2) There is an interaction between the learning model with the students' initial ability of mathematics (KAM) towards improving students' communication ability and mathematical concepts understanding. The type of this research was quasi-experimental. This study was conducted at SMP Swasta Al-Hikmah. The population in this study was all students of class VIII by taking a sample of two classes. The instrument used consists of students' mathematical communication test and understanding concepts. The instruments fulfilled the requirements of content validity and high reliability, i.e. 0.789 and 0.793 respectively for mathematical communication and concepts understanding ability. Data were analyzed by the Two Way Anova test. Before using the Two Way Anova test, homogeneity and normality were tested first in this study with a significant level of 5%. Based on the results of the analysis, the results of the study were: (1) there was the difference of improving communication ability and mathematical concepts understanding between students that given problem-based learning and discovery learning, (2) there is interaction between the learning model with the students' initial ability of mathematics towards improving students' communication ability and mathematical concepts understanding. Keywords: mathematical communication ability, understanding of mathematical concepts, problem based learning model, discovery learning model and students' initial ability of mathematics BACKGROUND Mathematics as a basic science and is one of the subjects of the National Examination (UN). Mathematics with its various roles makes it a very important science, and one of the roles of mathematics as a thinking tool to deliver students understand the mathematical concepts they