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All Journal Jurnal Ilmiah Mandala Education (JIME) ANARGYA: Jurnal Ilmiah Pendidikan Matematika
Rizal Kamsurya
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Media Nusantara Citra
Arts Humanities Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability Rizal Kamsurya; Veni Saputri
Jurnal Ilmiah Mandala Education (JIME) Vol 6, No 2 (2020): Jurnal Ilmiah Mandala Education (JIME)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jime.v6i2.1396

Abstract

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.
Mathematical Representation Ability and Mathematics Self Efficacy in CORE Learning Models with Open-Ended Approach Veni Saputri; Rizal Kamsurya
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v3i2.5353

Abstract

Mathematical representation ability is a cognitive ability that must be possessed by students. However, the reality on the field is in contrast to that. Students' mathematical representation ability are still relatively low, so special measures are needed to improve them. Therefore, the application of connecting-organizing-reflecting-extending (CORE) learning models with an open-ended approach is chosen as a particular action to improve mathematical representation ability. The purpose of this study is to compare the improvement and attainment of mathematical representation ability and selfefficacy mathematics between conventional, core, and core class students with an open-ended approach. This research is quasi-experiment research using a modified pretest-postest design. The population of this study is all grade X students in Pondok Melati Senior High School, Bekasi. The sample of this study was students of Grade X of Sandikta High School and Nasional I High School who were taken in a cluster random sampling. The data collection techniques used are test and nontest techniques. Data analysis is conducted using the One Way Anova test. Based on data analysis, it is shown that: (1) there are significant differences in the improvement and attainment of mathematical representation ability between conventional, core, and core class students with an open-ended approach; and (2) there are significant differences in self-efficacy mathematics attainment between conventional, core, and core students with an open-ended approach.
Co-Authors Veni Saputri