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All Journal International Journal of Evaluation and Research in Education (IJERE) Pancaran Pendidikan
Budiyono Budiyono
Sebelas Maret University
Humanities Chemistry Education Languange, Linguistic, Communication & Media Physics

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POGIL model on mathematical connection ability viewed from self-regulated learning Enyta Ramadisae Putri; Budiyono Budiyono; Diari Indriati
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.455 KB) | DOI: 10.11591/ijere.v9i2.20321

Abstract

One area of education which has not escaped efforts to improve the Indonesian government is mathematics education. The Indonesian government must make good use of mathematics learning so that students can use the mathematical mindset to offset the pace of global competition. This research is an experimental research on the Process-Oriented Guided Inquiry Learning (POGIL) model on the ability of mathematical connections in terms of self-regulated learning. The design used in this study was a 2 × 3 factorial. The research sample was 179 students from 7th grade in three State Junior High Schools in Sukoharjo Regency, Central Java, Indonesia. The research sample consisted of an experimental group that subjected to the POGIL model and a control group that subjected to a direct learning model. This research instrument used was a written test and questionnaire. The data analysis technique used was a two-way ANOVA test with unbalanced cells and post hoc test. The results showed that: 1) the POGIL model produces better mathematical connection ability than the direct learning model, 2) Students with high category self-regulated learning have better mathematical connection ability than medium and low categories, and students with self-regulated learning the medium category have better mathematical connection ability than the low category.
Effect of Roundtable Learning Model on Mathematics Achievement Viewed from The Student Cognitive Style Astunnisyah Astunnisyah; Budiyono Budiyono; Fajar Surya Hutama
Pancaran Pendidikan Vol 6, No 3 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.549 KB) | DOI: 10.25037/pancaran.v6i3.71

Abstract

This study was conducted to determine effect of roundtable learning model and cognitive style on mathematics achievement. This research was quasi experimental research with factorial design 1 x 2. The sample of research consist of 88 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow:. (1) Students who have field independent cognitive style have better mathematics achievement than student who have the field dependent cognitive style:. (2) In roundtable model, students who have field independent cognitive style have better mathematics achievement than students who have the field dependent cognitive style.
Co-Authors Astunnisyah Astunnisyah Diari Indriati Enyta Ramadisae Putri Fajar Surya Hutama