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All Journal International Journal of Science and Applied Science: Conference Series Journal of Educational Research and Evaluation
Ikrar Pramudya
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Humanities Chemistry Education Mathematics Physics Public Health Social Sciences Other

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The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence Himmatul Afthina; Mardiyana Mardiyana; Ikrar Pramudya
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (851.742 KB) | DOI: 10.20961/ijsascs.v2i1.16706

Abstract

The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.
Contextually Based Mathematics Learning Module Improves Students' Mathematical Literacy Abilities Machfud Fatkurochman; Isnandar Slamet; Ikrar Pramudya
Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i1.73940

Abstract

Literacy skills make a real contribution to social and economic growth and welfare for individuals or society. However, currently, students have low mathematical literacy. This research aims to develop contextual-based mathematics learning modules to improve students' mathematical literacy skills. This type of research is development research, with the development model used as ADDIE. Data collection methods use observation, interviews, questionnaires and tests. Data collection instruments used questionnaire sheets and test questions. Data analysis techniques use descriptive and inferential statistical analysis. The results of the research are that the validity of experts, including material experts, is categorized as good, with an average value of 74.84%. Media experts are 81.11% (very good). Linguist is 84.44% (very good). The practicality of the learning module based on teacher responses after going through the trial was stated to be very practical, with an average score of 87.14%. Practicality based on student responses is 85.11% (very practical). The results of the effectiveness of this learning module in increasing mathematical literacy are included in the effective category. Learning outcomes using this module are better in improving mathematical literacy than without using this module. It was concluded that the learning module developed was valid, practical and effective. This research implies that the module developed is suitable for use and utilized as a learning medium to improve students' mathematical literacy.
Co-Authors Himmatul Afthina Isnandar Slamet Machfud Fatkurochman Mardiyana Mardiyana