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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : -
Core Subject : Education,
Education Mathematics
Indonesian Journal of Mathematics Educations is a scientific journal published by Mathematics Education Study Program, Faculty of Education and Teacher Training, Universitas Tidar. IJOME publishes the research issues on mathematics and mathematics education, could be experiments, research and development, or class action research. This journal is published twice a year in April and October.
Arjuna Subject : -
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Search results for , issue "Vol 4, No 2 (2021): Indonesian Journal of Mathematics Education" : 1 Documents clear
The Effect of ARIAS Model Learning on Mathematical Writing Skills Reviewed from Self-Efficacy Hamidah Hamidah; Jaka Wijaya Kusuma
Indonesian Journal of Mathematics Education Vol 4, No 2 (2021): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v4i2.5604

Abstract

This study aimed to determine the influence of Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) learning models on students' mathematical writing skills reviewed from self-efficacy. The type of research conducted in this study is a quasi-experimental research with a post-test nonequivalent control group design. The population in this study was students majoring in mathematics education at Bina Bangsa University, then two classes are selected at random as research subjects. The data was obtained from mathematical writing ability tests and self-efficacy questionnaires, then processed with ANOVA (Analysis of Variance) tests. The results showed significant differences in mathematical writing skills between students who obtained ARIAS learning models with students who received regular learning, and there were significant differences in students' mathematical writing skills reviewed on their self-efficacy. The implication is known that students with high self-confidence have better writing skills than students whose confidence is low.

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