Concept Understanding Ability Research Articles

Kemampuan Pemahaman Konsep Siswa Berdasarkan Gender pada Pembelajaran Realistic Mathematics Education Berbantuan Alat Peraga PANDU

The purpose of this study is to describe the ability to understand mathematical concepts based on gender after participating in Realistic Mathematics Education learning with the props, "Papan Pecahan dan Sudut" (PANDU). This research method was qualitative with quantitative descriptive research. The subjects in this study were fourth-grade elementary school students in Singkawang city. Data collection instruments were the researcher and the documentation of the results of the students' mathematical concept understanding ability tests. Data analysis techniques were scoring, assessment, categorization, description, and conclusion. The results showed; 1) the ability of male students to understand mathematical concepts after participating in RME learning with PANDU teaching aids had an average score of 80.35, which was in the high category; and 2) the ability of female students to understand mathematical concepts after participating in RME learning with PANDU teaching aids had an average of 78.52, which was in the high category. Based on the results of this study, it can be concluded that there is no difference in the ability to understand mathematical concepts between male students and female students after participating in RME learning assisted with PANDU teaching aids.

PENERAPAN MODEL PEMBELAJARAN SCRAMBLE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP MUHAMMADIYAH BLIGO

<p class="Els-keywords">The learning model is one of the keys to successful learning. The success of learning can be seen from the learning outcomes obtained by students, including the concept understanding ability. The concept understanding ability is the ability to express ideas in providing a picture, example, an idea or understanding, as well as a broader and creative explanation. This study aims to determine that the scramble learning model produces better conceptual understanding abilities than the direct learning model. This research design is a quasi experimental design, with the form of the nonequivalent posttest only control group design. The population in this study were all students of class VII SMP Muhammadiyah Bligo in the academic year 2019/2020. With cluster random sampling technique, selected 2 sample classes. The data collection method used the test. The data analysis method used proportion different test. Based on the calculation of the proportion difference test, the results obtained that z value of zcount = 2.016 and z0.05 = 1.64, so that zcount> z0.05 then H<sub>0</sub> is rejected. This means that the scramble learning model results in student completeness in concept understanding abilities that is better than the direct learning model.</p>

KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA DITINJAU DARI MINAT BELAJAR DAN GENDER

Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematika siswa kelas X IIS SMA Negeri 1 Jelimpo tahun ajaran 2018/2019 ditinjau dari Minat Belajar dan Gender. Jenis penelitian ini adalah penelitian kualitatif. Pemilihan subjek dengan purposive sampling. Pengumpulan data dengan metode tes dan wawancara. Validitas data menggunakan triangulasi metode. Hasil penelitian adalah siswa laki-laki dan perempuan dengan minat belajar tinggi mempunyai kemampuan pemahaman konsep yaitu mampu menjelaskan, menerapkan hubungan antara konsep dan prosedur, dan memberikan contoh dan bukan contoh tetapi tidak mampu mengembangkan konsep. Siswa laki-laki dengan minat belajar sedang yaitu mampu menjelaskan dan memberikan contoh dan bukan contoh, tetapi kurang mampu menerapkan hubungan antara konsep dan prosedur serta tidak mampu mengembangkan konsep. Siswa perempuan dengan minat belajar sedang mampu menjelaskan, menerapkan hubungan antara konsep dan prosedur, dan memberikan contoh dan bukan contoh tetapi tidak mampu mengembangkan konsep. Siswa laki-laki dengan minat belajar rendah mampu menerapkan hubungan antara konsep dan prosedur dan memberikan contoh dan bukan contoh tetapi tidak mampu menjelaskan dan mengembangkan konsep. Siswa perempuan dengan minat belajar rendah tidak mampu menjelaskan, tidak mampu menerapkan hubungan antara konsep dan prosedur, tidak mampu memberikan contoh dan bukan contoh, dan tidak mampu mengembangkan konsep yang telah dipelajari.

Analisis Kemampuan Pemahaman Konsep Matematis Peserta Didik Ditijau Dari Adversity Quotient

This study aims to analyze students’ mathematical conceptual understanding ability based on their adversity quotient. The indicators of mathematical conceptual understanding in this study are (1) to restate a concept, (2) classifying objects by their properties, (3) giving an examples and counter examples, (4) presenting concepts into various mathematical representation, (5) to use and choose the procedure properly, (6) applying a concept or algorithm in problem solving and (7) to develop the sufficient requirements of a concept. There are three types of adversity quotients in this study are quitter, camper, and climber. This is a descriptive qualitative research. The Subjects in this study were 106 people of natural science major, in second grade of high school in Jakarta. The instrument used was the test of mathematical conseptual understanding ability and adversity quotient questionaire. Data were analyzed by reducing data, presenting the data and making the conclusions. Based on the study, there are two students with quitter types, 60 students with camper types, and 44 students with climber types. This Research indicates that the mathematical conceptual understanding ability is moderate category and the type of students’ adversity quotient is classified as camper.

Pengaruh Penerapan Model Pembelajaran Interactive Lecture Demonstrations (ILDs) Terhadap Kemampuan Pemahaman Konsep Fisika Siswa

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Interactive Lecture Demonstrations (ILDs) terhadap kemampuan pemahaman konsep fisika siswa. Metode penelitian yang digunakan adalah metode penelitian eksperimen awal dengan desain one-group pretest-posttest design yang dilaksanakan pada siswa kelas XI di salah satu sekolah menengah atas (SMA) di Kabupaten Kerinci. Teknik pengambilan sampling menggunakan metode sampling kelompok (cluster sampling). Pengumpulan data menggunakan tes awal (pretest) dan tes akhir (posttest) untuk mengukur kemampuan pemahaman konsep fisika siswa. Hasil perhitungan effect size menunjukkan bahwa penerapan pembelajaran dengan model Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep fisika siswa. Perhitungan effect size dalam penelitian ini dilakukan dengan menggunakan rumus Cohen. Dari hasil perhitungan tersebut didapat skor effect size sebesar 0,81. Skor ini berada pada kategori besar. Hal ini menunjukkan bahwa penerapan model pembelajaran Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model Interactive Lecture Demonstrations (ILDs) dalam pembelajaran fisika memiliki pengaruh yang besar terhadap kemampuan pemahaman konsep fisika siswa.

Pengembangan Handout dengan Pendekatan Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa Kelas VII SMP Negeri 25 Padang

The study was aimed to develop teaching material, hand out, using problem based learning useful to increase concept understanding of junior high school students in grade VII. Product quality valued by validity and practicality aspects. This study is a kind of research and development with procedure referred to 4–D developing models; define, design, develop, disseminate. However, the study was conducted to development aspect due to the limitation of research. The subjects of the study were the students of the VII grade of SMPN 25 Padang with 32 students. Furthermore, final test was conducted to see the ability of students’ concept understanding. Based on data analysis, data shows that : 1). Validity quality of the product met the valid criteria with lesson plan percentage mean 83,3 %, very valid category and the mean of hand out 80,1 %, valid category. 2). Product practicality quality met practical criteria, based on the questionnaire percentage mean filled by the students, 84 %, very practice category. 3). The result of students’ final test of concept understanding ability was 81 %, 26 from 32 students passed the test, 6 students failed based on school passing standard.

Pengaruh Problem Based Learning Dengan Strategi “MURDER” Terhadap Kemampuan Pemahaman Konsep Matematis Siswa

This study aimed to determine the effectiveness of Problem Based Learning with MURDER strategy on students mathematical concept understanding ability in SMP Negeri 2 Sokaraja Academic Year 2018/2019. The method used was experimental research. Population in the study were the eighth-grade students of SMP Negeri 2 Sokaraja. The sampling was done by cluster random sampling technique; class VIII A as an experimental class treated by using Problem Based Learning with MURDER strategy and class VIII B as a class controls that used conventional learning. That instrument used was a post test problem that measures the ability to understand mathematical concepts. Based on the result of the t-test analysis with the help of SPSS 25.0, the Sig (2-tailed) = 0.015. Because it uses the right-side test, the Sig (2tailed) value is divided by 2 so that it gets 0.0075.With α = 0.05 then the value of Sig (2-tailed) meant that Ho rejected. This meant that the ability of students to understand mathematical concepts who were exposed by Problem Based Learning with MURDER strategy were more improved from those who only follow conventional learning. Therefore, it could be concluded that Problem Based Learning with MURDER strategy affected the mathematical concept of understanding ability.

The Development of Problem Solving To Improve Understand Mathematical Concepts

This study aims to 1) develop a problem solving learning model that is oriented towards the ability to understand mathematical concepts, 2) test the feasibility of a model developed on algebraic function derived material, and 3) test the effectiveness of the product of development. This study refers to the Research and Development procedure of Borg and Gall which is simplified into six stages and the resulting product is refined with ASSURE learning design theory. Data were analyzed with qualitative descriptive methods and cognitive learning outcomes with normalized N-gain to determine the effectiveness of the model, Independent t-test to determine differences in learning outcomes. The results were obtained through tests of mathematical concept understanding ability. The results showed that 1) the development of the learning model was carried out with due regard to the components of the model, 2) the results of the development of the learning model were feasible to be applied to the material derived from algebraic functions, 3) the developed learning model was able to improve the ability to understand mathematical concepts. The results of the study can be concluded that the problem solving learning model oriented on the ability to understand mathematical concepts is more effective than conventional learning models.

Penerapan Model Pembelajaran Auditory Intellectually Repetition Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas X

AbstractThe research was a quantitative research with experimental method. The population of research were all tenth grade students of SMAN 1 Wiradesa in the 2018/2019 academic year. The research was conducted to determine the effectiveness of the application of the Auditory Intellectually Repetition (AIR) learning model to the ability to understand mathematical concepts of Grade X students of SMAN 1 Wiradesa. The results showed that the ability to understand mathematical concepts of students in classes taught using the AIR learning model achieved classical completeness, and the average value of the ability to understand mathematical concepts in the experimental class was better than the average value of the conceptual understanding ability in the control class. Based on these two results, it could be concluded that the application of the Auditory Intellectually Repetition learning model was effective on the ability to understand mathematical concepts of Grade X students of SMAN 1 Wiradesa. Keywords: AIR, the Ability to Understand Mathematical Concepts

Application of TTW (Think-Talk-Write) learning model using pictorial riddle worksheet to improve students’s conceptual undertstanding abilities

This study aims to see an increase in students’ ability to understand concepts after applying the TTW (Think-Talk-Write) learning model assisted by Pictorial Riddle-based Student Worksheet. The research method used is quasi-experimental. There were two experimental classes, namely the modeling class and the implementation class. The sample of this study was 24 students of class XI Science 4 as modeling class and 23 students of class XI Science 3 as implementation class in Prambanan High School 1 Yogyakarta. Data collection techniques were carried out by Pretest and Post-Test. Data were analysed using the Wilcoxon test and descriptive analysis to determine the N-Gain score. The results showed that the TTW (Think-Talk-Write) learning model assisted by Pictorial Riddle-based Student Worksheet could improve students’ conceptual understanding abilities. This is indicated by the value of Asymp Sig. (2-tailed) smaller than 0.05 where 0.046 < 0.05 and the N-Gain score is 0.2061 in modeling class and Asymp Sig. (2-tailed) smaller than 0.05 where 0.003 < 0.05 and the N-Gain score is 0.2775 in implementation class. The conclusion is this model has an effect on the students’ ability to understand concepts with a low increase category.

Penerapan Model Pembelajaran ROAR (Read, Observe, Auditory, Review) Meningkatkan Pemahaman Konsep Siswa

The ROAR learning model is learning that gives students the broadest opportunity to develop concepts, pre-existing ideas become new concepts. The concept is built through direct observation because during learning the teacher presents examples of reality so students will be more critical with the concepts of reality, so that in the end they are able to connect the material based on the concept of reality they are building. This integration aims to have concepts related so that the meaningfulness of learning can be achieved. This study is an experimental study with a nonequivalent control group design with a research focus on social studies subject material in junior high school 8th grade. The results of the analysis of the test analysis show that the application of the ROAR learning model has a consistent impact on students' conceptual understanding abilities. Positive responses from teachers and students to the application of the ROAR learning model as an alternative solution in supporting success in improving the ability to understand concepts that have implications for student motivation and learning achievement.&#x0D;

Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables.

Pengaruh Model Kepala Bernomor Struktur Terintegrasi Nilai-Nilai Keislaman terhadap Kemampuan Pemahaman Konsep Matematis Siswa

This study aims to determine the effect of the head numbered learning structure model on the material relations and integrated functions of Islamic values on the ability of students to understand mathematical concepts. This research was conducted at the Mega Link Majene Vocational School in class X with a total of 20 students. The research design used is the One Group Pretest Posttest design. The instrument of this research is the concept understanding ability test, observation sheet of student activity and observation sheet of the researcher in the learning process. The results showed that the average pretest score was 50,65 and the average post-test was 82,45 while the normalized N-gain calculation obtained an average increase in student learning outcomes was 0,60 (medium category) and the results of the t-test analysis were obtained. 4,21 with a significance value of 0,000 &lt;α. So it can be concluded that the application of the head learning model with integrated structure with Islamic values can affect the ability to understand students' mathematical concepts.

PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DITINJAU DARI SELF-EFFICACY SISWA KELAS VIII SMP NEGERI 2 COMAL

The aims of this research are: (1) to find out whether the students’ ability to understand mathematic concept using POGIL method is better than the ability of studentswith expository learning, (2) to perceive whether the conceptual understanding of students with high self-efficacy is better than the students with medium and low self-efficacy, (3) to find out if the high self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method, if the medium self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method and if the low self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method.

Implementasi Bahan Ajar Persamaan Diferensial dengan Metode Guided Discovery Berbantuan Software Mathematica untuk Meningkatkan Pemahaman Konsep

This study aims to examine the increase in student’s mathematical conceptual understanding ability using differential equation teaching materials using Guided Discovery assisted by Mathematica software. This study is a quasi-experimental with pretest posttest Control Group Design. The research subjects were the sixth semester students of Mathematics Education Study Program, Muhammadiyah University of Tangerang, with a sample of as many as two classes selected by simple random sampling technique. The experimental class uses differential equation teaching materials with the Guided Discovery method assisted by Mathematica software and the control class using ordinary teaching materials. The results of the study showed that an increase in mathematical conceptual understanding ability of the experimental class was higher than the control class. The average normalized gain of students in the experimental class is in the high and medium categories. While the control class is in the medium and low category. The normalized gain difference in the experimental class is better than the control class.

An investigation of conceptual understanding ability K-11 student of linear motion

Identification of conceptual understanding is an important first step in order to learning 21st skill. Understanding concepts is the fundamental ability of students to achieve high order thinking skills. Thus, the student has ability to better acquire a knowledge when learning of high order thinking. The purpose of this study is determining the conceptual understanding ability of the grade 11th in high school. This study has been implemented through a single case study research. Participant in this study are 36 students from a senior high school, consists of 22 female and 14 male students. The instrument used in this study is a test of the ability to understand concepts with multiple choice questions as many as 15 questions. The low ability to understand students’ concepts in each indicator with the percentage for indicators exemplifies (72.22%), describes the conclusions (55.56%), interprets (41.67), compares (47.22%), explains (57.64%) determines (72.22%) and classify (61.11%). The result from the study, the student in grade 11st are low ability of concept understanding ability.

Relationship among pre-service teacher conception of geometry and teaching skills

The purpose of this research is to find out the correlation between understanding the geometry concept of mathematics pre-service teacher and teaching ability, in explaining the concept of geometry systematically in a planned order, so that the students are easier to understand. Geometry concepts include (1) visual skills, (2) descriptive skills, (3) drawing skills, (4) logical skills, and (5) applied skills. The research method is an experiment, and the sampling technique is purposive. The research instrument is a practice test. Data understanding of geometry concept comes from the Final Test of Geometry course, while the data of teaching ability comes from teaching practice score on geometry topic. The statistical test uses the Pearson Product Moment correlation test and linearity test. The results of this research are: (1) there is a significant correlation between students’ concept comprehension ability and geometry teaching ability; (2) the relationship between students’ conceptual understanding and geometry teaching ability is in the medium category; (3) the magnitude of the influence between the understanding of student concepts and geometry teaching ability is 46.5%. It indicates that there is another factor of 53.5% that affects the ability of pre-service teacher teaching on geometry topics in addition to student concept comprehension.

Development of media model based on hands-on activity to improve conceptual understanding abilities of junior high school students in Bandung district

This study aims to (1) develop a media model based on hands-on activity and instrument to improve conceptual understanding. (2) conducting an instrument test to improve conceptual understanding abilities. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The population of this study is the seventh-grade students of SMP Bandung. The results of trials of 210 junior high school students from 6 schools that have obtained flat building materials are obtained as follows: (1) all items about multiple choice conceptual understanding and validity test developed valid, (2) multiple choice questions conceptual understanding and description test developed reliable, (5) 90 mathematics teacher’s opinion on hands-on activity-based media model developed to construct a conceptual understanding of students.

Promoting understanding ability of semigroup concept through learning model of concept attainment

This study aimed to improve the ability of the understanding of semigroup concept through Concept Attainment Model. The method of this study is quasi experiment. The design of this study is using one group pre-test & post-test design. Sample of the study is 34 students of mathematics pre-service teacher at Algebra course. Instrument used in this study is a test about semigroup concept which contain 4 items. Data were analysed qualitatively and quantitatively. This study found that the improvement of students’ ability of the understanding of semigroup concept was 0.68, (medium category) and the achievement of of the concept understanding ability of semigroup was 75.44 (high category). Thus, concept attainment learning model was effective in developing the ability of the understanding of the students about semigroup concept.

PENERAPAN MODEL PEMBELAJARAN MASTER TERHADAP KEMAMPUAN PEMAHAMAN KONSEP SISWA DI SMA N 1 DORO

The efforts of teachers to improve students 'ability to understand concepts are to package &#x0D; mathematics learning into learning that can foster students' motivation and passion for &#x0D; learning. The selection of the right learning model by the teacher can make learning effective &#x0D; and fun. One alternative learning model that makes students learn mathematics is fun is the &#x0D; MASTER lesson. This study aims to determine whether students' conceptual comprehension &#x0D; abilities with MASTER learning models are better than PBL learning models. This research is &#x0D; a quantitative research with a form of experimental design that is quasi experimental design &#x0D; .The population in this study were all students of class XI IPS SMA N 1 Doro in the academic &#x0D; year 2017/2018. The data collection methods used in this study are of two kinds, namely &#x0D; interviews and tests. The method of data analysis in this study used the t test. Before the t test, &#x0D; the prerequisite test is first, namely normality and homogeneity test. Based on the calculation &#x0D; of the t test, the results obtained that t value of tcount = 2.133 and t0.025; 39 = 2.023, so that &#x0D; tcount&gt; t0.025; 39 then Ho is rejected. This means that the MASTER learning model &#x0D; produces a better understanding ability of concepts than the PBL learning model.&#x0D; Keywords: MASTER, PBL, Concept understanding ability