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All Journal JME (Journal of Mathematics Education)
Dian Ulfa Sari
Sembilanbelas November University, Kolaka
Mathematics

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The Effectiveness of the Contextual Learning Model Assisted by Hands On Student Learning Outcomes Dian Ulfa Sari; Sufri Mashuri; Resky Amalia; Deti Sri Rahayu
JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1554

Abstract

This study aims to determine the effectiveness of the contextual learning model assisted by hands on problem solving in improving students' mathematics learning outcomes. The population in this study were all seventh grade students of SMP Negeri 1 Latambaga. Sampling in this study used cluster random sampling. Data collection techniques were carried out by giving tests in the form of description tests and non tests. Data were analyzed using descriptive statistics and inferential statistics with hypothesis testing using independent t-test. The results of inferential research using the t-test have been obtained value t count = ( 14 , 698 ) > t table = ( 1 , 670 ) or H, rejected. This shows that the contextual learning model assisted by hands on problem solving is effective in improving student learning outcomes.
Analysis of Mathematical Literacy Ability of Students in terms of Visual Learning Styles and Gender Differences Dian Ulfa Sari; Deti Sri Rahayu
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1459

Abstract

The aim of this study was to determine the mathematical literacy skills of grade VIII students (male and female) based on visual learning styles at SMP Negeri (State Middle School) 2 Kendari. This study used an exploratory method with a qualitative approach. Results of the study indicated that: (1) as seen from solving problems related to quantity content aspect, female students with a visual learning style had not been able to pass the stage of using mathematical tools; on space and shape content aspect they were able to pass all stages; meanwhile on change and relationships content aspect the female students were also able to pass all stages. (2) seen from quantity content aspect to solve problem, male students with a visual learning style had not been able to pass the stages of formulating and planning strategies as well as using mathematical tools; on space and shape content aspect they were able to pass all stages; and on change and relationship content aspect, the male students were able to pass all stages.Female students with visual learning styles have not been able to go through one stage, namely the stage of using mathematical tools. While male students with a visual learning style have not gone through two stages, namely te stage of formulating and planning strategies then the stage of using mathematical tools.
Co-Authors Deti Sri Rahayu Resky Amalia Sufri Mashuri