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All Journal International Journal on Teaching and Learning Mathematics
Rahma Damayanti, Laily Nur
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Education Mathematics

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Journal : international journal on teaching and learning mathematics

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The influence of Teams Games Tournament learning model on middle school students' mathematics interest and learning outcomes Rahma Damayanti, Laily Nur; Miswanto, Miswanto
International Journal on Teaching and Learning Mathematics Vol 5, No 2 (2022): December (This issue published papers with authors/co-authors from 2 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v5i2.24235

Abstract

This learning model will focus on the Teams Games Tournament cooperative learning model on students' learning interest and learning outcomes in Mathematics learning. The Teams Games Tournament learning model is considered appropriate because it can increase students' interest so they are more interested in Mathematics subjects. If students are interested in Mathematics subjects, this will have a positive impact on the students' learning outcomes. Thus, the hypothesis used in the research entitled The Influence of the Teams Games Tournament (TGT) Learning Model on Students' Interest in Learning and Mathematics Learning Outcomes, namely H1: Application of the Teams Games Tournament (TGT) Learning Model has an influence on the Learning Interest and Mathematics Learning Outcomes of Class VIII SMPN 2 Students Ngantru Tulungagung. H0: Implementation of the Teams Games Tournament (TGT) Learning Model has no effect on Learning Interest and Mathematics Learning Outcomes of Class VIII Students at SMPN 2 Ngantru Tulungagung.
Implementation of learning video on mathematical analogic thinking ability in solving pythagoras theorem problems Rahma Damayanti, Laily Nur
International Journal on Teaching and Learning Mathematics Vol 6, No 1 (2023): June (This issue published papers with authors/co-authors from 2 countries [Unit
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v6i1.22254

Abstract

The problem in this study is related to the low ability to think mathematically analogies of junior high school students which can be seen when students work on the board they are still confused about which formula to use, and if they can determine which formula to use the numbers or questions that are included in the formula are not appropriate. Because teachers tend to be preoccupied with how to ensure that all material can be delivered based on the time allocation available. This makes students understand a little mathematical concepts, whether it's related to the formula used, how to do it, and even some children tend to not understand what material is conveyed by the teacher. One solution to this problem is the use of video-based learning media that students can access at any time. This research is a qualitative research. The results of this study were students with low ability to think mathematically analogies (A1) were unable from the start, at the encoding, inferring, mapping and applying stages. Students with moderate mathematical analogy thinking skills (A2) were able to pass the encoding and inferring stages but failed at the mapping and applying stages. Students with high mathematical analogy thinking skills (A3) were able to pass the encoding, inferring, and mapping stages but failed at the applying stage. This proves that there are still students who are less able to think mathematical analogies even though they have been assisted by the use of learning video media.
Co-Authors Miswanto, Miswanto