Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Administrasi Kantor
Wisnu Zakaria
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Influence of Self-Efficacy on Mathematical Understanding Ability in Elementary School Students Wisnu Zakaria; Turmudi
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The discovery of students who feel anxious, doubtful, and do not have confidence in learning mathematics has an impact on the low component of affection and also student achievement, the importance of Self-Efficacy is the trigger for this research. The purpose of this research is to determine the phenomenon of the influence and linkage of Self-Efficacy on the mathematical ability of elementary school students. This type of research is pre-experimental research with one-shot case study design. Data analysis using a mix of quantitative and qualitative analysis methods. Data retrieval techniques are taken with test techniques to measure mathematical understanding ability and non-test techniques such as filling out questionnaires and interviews. The results of this research were shown from inferential correlation and linear regression tests and concluded that: (1) self-efficacy has a significant relationship with students' mathematical understanding ability; (2) self-efficacy positively affects students' mathematical understanding ability; and (3) The findings show that students' self-efficacy is still low, as well as their learning outcomes, the trigger for low self-efficacy is thought to be due to the socio-cultural and economic background of students, aggravated by learning styles in schools that do not pay attention to the realm of student affection.
The Effect of the Mastery Learning Model on Learning Outcomes and Collaboration Skills Elementary School Students Roni Wahyu Wandani; Sutisna Permana; Wisnu Zakaria; Wahyu Sopandi
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the effect of using mastery learning models on learning outcomes and collaboration skills of fifth-grade elementary school students. This quantitative study used the pre-experimental method with a one-group pretest-posttest design. This research involved 11 elementary school students from a school in Subang Regency. The research data were obtained using instruments in the form of multiple choice test sheets and descriptions given before and after treatment and collaboration skills observation sheets. Data analysis used descriptive statistics and inferential statistics, namely the normality test, homogeneity test and hypothesis testing paired sample t-test. From the research results, it is known that the t-test tcount is 21.133 > ttable 1.812. From these results, it can be seen that applying the mastery learning model has a significant influence on student learning outcomes. Acquisition of student collaboration skills obtained, starting from the criteria of being entirely collaborative to very collaborative. Then the use of mastery learning models affects student learning outcomes and student collaboration skills.
Co-Authors Anita Primastiwi Roni Wahyu Wandani Sri Ayem Sutisna Permana Turmudi Wahyu Sopandi