Conceptual Understanding Procedures Research Articles

Effect of Conceptual Understanding Procedures (Cups) Model on Mathematics Learning Results on SPLDV Materials

Improving student learning outcomes in mathematics is not only done through memorization of material, but also requires an understanding of concepts and problems so that laters student are able to solve problems. In overcoming these problems, the CUPs (Conceptual Understanding Procedures) model is needed as an innovative learning model to provide an increase in student learning outcomes. Providing a description of the effect of student learning outcomes through the application of CUPs (Conceptual Understanding Procedures) is the purpose of this study. Including quantitative research, with Pre-test Ppost-test Non-Equivalent Control Group Design. Class VIII SMP Negeri 12 Surabaya os the population in this study with respondents, namely students of class VIII-F as the experimental class and VIII-G as the control class, each totaling 32 students. Data collected through questions that have been fulfilled through analyzing. The analysis that underlies the acquisition which is and . Because in the sense that the teaching results experience differences in the experimental class after going through the application of CUPs (Conceptual Understanding Procedures) and control through conventional models. So it is concluded that teacing with CUPs (Conceptual Understanding Procedures) has an influence on the learning outcomes of junior high scholl mathematics students.

Efektivitas model conceptual understanding procedurs terhadap kemampuan berpikir kritis dalam pembelajaran matematika di SD kelas V

This study aims to examine the effectiveness of the Conceptual Understanding Procedurs model on critical thinking skills in fifth grade mathematics learning. This study used an experimental research type. The research design uses experiments, the research design used is the Nonequivalent Control Group Design. This research was conducted in class V of SDN Dengkek 01 with 27 students, SDN Geritan with 31 students. The collection of data used is a test. Testing the hypothesis to be analyzed is using the Independent T-test and the N-Gain test. The research results obtained are : the Conceptual Understanding Procedures (CUPs) model is effective for students' critical thinking skills in mathematics in elementary mathematics learning.Keywords: CUPs, Critical Thinking AbilityÂ

The Effect of Conceptual Understanding Procedures Learning Model on Students' Higher Level Thinking Skills

Learning activities tend to be teacher-centered with conventional learning methods. In addition, the indicators trained are limited to C4 (analyzing) indicators. This has an impact on students' higher order thinking skills. This study aims to analyze the effect of the conceptual understanding procedures learning model on students' higher order thinking skills. This study uses a quasi-experimental research method with a quantitative research approach. The type of research design used is a non-equivalent control group design. The subjects in this study were students science class in senior high school with a study population of 205 students. The sampling technique used is cluster random sampling. The data collection technique used was a description test of 7 questions then measured using the t test. The results showed that the Conceptual Comprehension Procedure learning model had a significant effect on students' higher order thinking skills. This research has implications for the student learning process so that it can become an evaluation lesson for teachers to improve the quality of learning, especially with regard to training students' higher order thinking skills.

Pemahaman Konsep Siswa: Eksperimen pada Siswa SMP dengan Pembelajaran Matematika Berbasis Kooperatif Tipe Conceptual Understanding Procedures (CUPS)

The cooperative learning model of the Conceptual Understanding Procedures (CUPs) type is a learning model in which students are instilled in how to make conclusions on the material being studied. In addition, the CUPs cooperative learning model is based on a constructivism approach based on the belief that students construct conceptual understanding by expanding or modifying existing knowledge. This research is experimental research which aims to find out the conceptual understanding of class VII students of SMP Negeri 6 Palopo who apply the CUPs type cooperative model. The population in the study were all class VII students of SMP Negeri 6 Palopo. The data collection was carried out in 2 stages, namely the preparation stage and the data collection stage. The analysis used in this study was descriptive statistical analysis and inferential statistical analysis. The average value of gain in the experimental class is 0.78 which is in the high category while the average value of gain in the control class is 0.66 which is in the medium category. In the sig column (2-tailed) the probability value is 0.000 less than the significant value α = 0.05, then H0 is rejected and H1 is accepted, so it can be concluded that there is a difference in the increase in the ability to understand mathematical concepts of students who are taught using the CUPs type cooperative learning model and conventional learning.

The Effect of Problem Posing, CUPs and Critical Thinking on HOTS-Based Learning Achievement

This study aimed to determine the effect of the learning model, which consists of problem posing and conceptual understanding procedures (CUPs) and critical thinking on learning outcomes-oriented (HOTS) on the content of mathematics lessons. The research was conducted at a state elementary school in Jakarta, with a sample of 68 students. The independent variables are learning models and critical thinking, while the dependent variable is HOTS-oriented learning outcomes on the content of mathematics lessons. The method is an experimental method with a 2 x 2 research design. Data were analyzed using normality, homogeneity and Anova tests; Tukey's test was also used as a follow-up test. The results showed: 1) there were differences in the learning outcomes of HOTS-oriented mathematics between students who used the problem-posing learning model and students who used the CUPs learning model; 2) there are differences in HOTS-oriented mathematics learning outcomes between students who have high critical thinking skills and those who have low critical thinking skills; 3) there is an interaction effect between learning models and critical thinking on HOTS-oriented mathematics learning outcomes; 4) there are differences in HOTS-oriented mathematics learning outcomes for students who have high critical thinking skills between those using the problem-posing learning model and the CUPs model; 5) there is no difference in the learning outcomes of HOTS-oriented mathematics students who have low critical thinking skills between those using the problem-posing learning model and the CUPS model. The conclusion of the research is the problem posing learning model and critical thinking skills affect the HOTS-oriented learning outcomes of mathematics lessons. This implies that problem posing and CUPs are effective learning models in improving learning outcomes, so they can be taken into consideration and as new alternatives for teachers.

PENGARUH PENERAPAN MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS XI MIPA SMAN1 LEMBAH GUMANTI

Mathematics learning result are basically the main goal of the learning process. However, in reality, the mathematics learning result of students in class XI MIPA SMAN 1 Lembah Gumanti are still low. One of the efforts that can be done to overcome these problems is by applying the Conceptual Understanding Procedures (CUPs) learning model. The purpose of this study was to determine whether the mathematics learning result of students who learned by applying the CUPs learning model were better than the mathematical learning result of students whose learning by applying the direct learning model to students of class XI MIPA SMAN 1 Lembah Gumanti.Keywords – Conceptual Understanding Procedures (CUPs), Mathematics Learning Result

The Effect of the Conceptual Understanding Procedures Learning Model and the Initial Ability towards the Biology Cognitive Competence of Students Grade X MIPA at SMAN 2 Padang

This study aims to determine the effect of the conceptual understanding procedures learning model towards students’ Biology cognitive competence. This study was a quasi-experimental research design with Randomized Control Posted Only Design. The population of this study was the students Grade X MIPA SMAN 2 Padang registered in the 2019/2020 academic year. The samples of this study were students Grade X MIPA 3 as the experimental class and Grade X MIPA 1 as the control class chosen by using a Purposive Sampling technique. The instrument used was in the form of posttest. The data of this study were analyzed by using the two-way ANNOVA test. The results revealed that there are significant differences between the experimental class and the control class which the results of the students’ cognitive competence from the experimental class were higher than the control class. The mean score of the students’ cognitive competence from the experimental class was 76, 92 and the control class was 72, 47. Thus, it can be concluded that the conceptual understanding procedures learning model can improve the students' Biology cognitive competence.

PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs

The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.

Validity of Introduction to Basic Mathematics Teaching Materials Based on Conceptual Understanding Procedures Models and Character Education

The purpose of this study was to develop a valid introduction to basic mathematics teaching materials based on conceptual understanding procedures models and character education. It aims to improve the student’s understanding of concepts. Plomp’s development procedure was applied to conduct the study which consists of five stages, namely: (1) preliminary investigation, (2) design, (3) realization/construction, (4) test, evaluation, and revision, and (5) implementation. In the first year, this study has reached the stage of testing, evaluation, and revision to determine the validity of teaching materials. The validity of the content can be viewed on the suitability of teaching materials developed by the theory of the development and characteristics of the learning model. The validity of the construct can be viewed on the appropriateness of each component of teaching materials with the characteristics of the learning model obtained from the expert. The construct validity of teaching materials is very valid. Advice from validator used as a reference for the revision of teaching materials. The next step is doing limited implementation to see the practicality and effectiveness of teaching materials.

Application of learning models conceptual understanding procedures by using experimental methods on understanding physics concepts of students

This study was True Experimental Research aimed to know : (1) Understanding the concept of physics concept of education by using Conceptual Understanding Procedures Models Using The Experimental Methods and Konvensional Models, (2) To Improving the understanding of the concept of students physics in X MIA 1 and X MIA 2 and (3) The difference in understanding the concept of the student taught to use Conceptual Understanding Procedures Models Using The Experimental Methods and not to use Conceptual Understanding Procedures Models Using The Experimental Methods. The Population in this Research is an X class in Muhammadiyah High School of Limbung there are 60 people divided into two classes that X MIA 1 and X MIA 2 Class. The sample of this research was taken randomly with the random sampling technique as many as two-class are X MIA 1 and X MIA 2. The Instruments of Research used the instruments of understanding the concept of physics in the dual form is 35 number of multiple-choice that meet valid criteria. From the research that has been done can be concluded : (1) Understanding of the concept of a well-taught concept of education by using Conceptual Understanding Procedures (CUPs) Models Using The Experimental Methods are in the middle category, (2) Understanding of the concept of a well-taught concept of education by using Conventional Models are in a Low category, (3) There’s a difference in understanding the concept of the student taught to use Conceptual Understanding Procedures (CUPs) Models Using The Experimental Methods and not to use Conceptual Understanding Procedures Models Using The Experimental Methods.

Pengaruh Model Pembelajaran Conceptual Understanding Procedures (CUPs) Dengan Teknik Problem Solving Terhadap Penguasaan Konsep Fisika Peserta Didik Di SMAN 7 Mataram

This study aims to determine the effect of the learning model of conceptual understanding procedures (CUPs) with problem solving techniques on mastering the concept of physics of students for optical instrument material in SMAN 7 Mataram in the academic year 2018/2019. This type of research used quasi-experimental design with untreated control group design with pre-test and post-test. The population is all students of  XI MIPA class with taking the research sample using purposive sampling technique, so that students of XI MIPA 3 class were selected as the experimental class and XI MIPA 2 class as the control class. Data collection techniques used the initial test (pre-test) and final test (post-test) with multiple choice questions as many as 20 items. To test the research hypothesis used parametric statistical tests, namely the t-test with pre-test and post-test. From the calculation results obtained by the value of t-count of 4.42 which value is greater than t-table which is 2.008 at a significant level of 5%, so it can be concluded that the null hypothesis (H0) is rejected. Thus, there is the influence of the learning model of conceptual understanding procedures (CUPs) with problem solving techniques on mastering of physics concepts of students of XI MIPA class at SMAN 7 Mataram in the academic year 2018/2019.

Pengaruh Model Conceptual Understanding Procedures Terhadap Penguasaan Konsep dan Kemampuan Pemecahan Masalah Fisika Peserta Didik Kelas X SMAN 1 Gerung

Quasi experimental research with "non-equivalent control group design" aims to determine the effect of conceptual understanding procedures model on the mastery of concepts and ability to solve the physics problems of class X students SMAN 1 Gerung tahun 2017/2018. Population in this research is all students of class X MIPA SMAN 1 Gerung with sampling technique using purposive sampling, so selected class X MIPA 2 as experiment class and class X MIPA 5 as control class. Data collection of the mastery of concepts was performed using multiple choice test with mean score for experimental class of 72,96 and for control class equal to 63,29 and problem solving ability using essay test with mean value for experiment class was 56,30 and for the control class of 44.48. After the teaching, the mastery of the concepts of both classes increased, the second highest grade values occurred in the mechanical energy sub-material with the percentage of 69% in the experimental class and 66% in the control class whereas the second lowest grade occurred on the restoring force sub-material. Problem-solving abilities (PSAs) were 6 indicators, in the control class PSA-1 higher than the experimental class, while the PSA-2 through the PSA-6 experimental class was higher than the control class. The hypothesis of this study was tested by the test-t polled variance with a significant level of 5% and obtained t count of 4.65 for the mastery of concepts and t count of 3.50 for problem-solving abilities while the t table value of 1.99 means t count more great from t table. The results of this study indicate that there is influence conceptual understanding procedures model to the mastery of the concept and ability of solving physics problems of students class X SMAN 1 Gerung academic year 2017/2018.

Pengaruh Model Pembelajaran Conceptual Understanding Procedures (CUPs) Terhadap Hasil Belajar Fisika Siswa Kelas XI SMA Negeri 5 Mataram Tahun Ajaran 2015/2016

This study aimed to determine the effect of Conceptual Understanding Procedures (CUPs) learning model on physics learning outcomes of student class XI SMAN 5 Mataram academic year 2015/2016. Conceptual Understanding Procedures (CUPs) is a learning model that consists of three phases namely learning phase of individual work, group work phase, and the phase of presentation of the group's work. The results of a study which examined learning outcomes on cognitive aspects of the C1 to C6 (knowledge, comprehension, application, analysis, synthesis and evaluation). Type of research is a quasi-experimental research with posttest-only control group design. The sample was chosen by cluster random sampling. Data of learning outcomes were analyzed using t-test. Results showed that there was an effect of Conceptual Understanding Procedures (CUPs) learning model on students’ physics learning outcomes in Class XI SMAN 5 Mataram academic year 2015/2016.

The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

Ekperimentasi Metode Conceptual Understanding Procedures dan Mind Mapping Ditinjau dari Gaya Belajar

This study aims at evaluating: (1) the difference of students’ mathematics learning achievement viewed from two different learning methods, (2) the difference of students’ mathematics learning achievement viewed from different learning styles, (3) the effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement. This study is a quantitative research with quasiexperimental research design. The population of this study is 210 students of 10thgrade of SMA MTA Surakarta. Two classes were chosen for the sample of this study by cluster random sampling. The first class was treated using Conceptual Understanding Procedures (CUPs) method and the second class was treated using Mind Mapping method. The data collection was conducted using test, questionnaire, and documentation. Morever, the data was analized using different number of cell analysis of variance with 5% significance level. The conclusion are: (1) there is difference on student’s mathematics learning achievement viewed from two different learning methods, Conceptual Understanding Procedures (CUPs) a give better achievement than Mind Mapping, (2) there is no difference on students’ learning achievement viewed from different learning styles, (3) there is no effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement.

Implementasi Model Pembelajaran Kooperatif Conceptual Understanding Procedures (CUPs) Untuk Meningkatkan Hasil Belajar Siswa

Something cause the low learning result of students is a models and methods less variation .Learning inovatian become interesting can improved the learning result of student conducted research purpose at describes the effectiveness implementation of conceptual understanding procedures (CUPs) cooperative learning in improving student learning result on the subject of light reflection. Specifically this study purposed to describe: (1) enforceability LPA, (2) social skills, (3) learning result, (4) student response. This research uses a model of action research Kemmis and McTaggart consisting of III cycles. The subject is a student of class VIII-D SMPN 26 Banjarmasin, on the subject of light reflection. Data collection techniques using observations, questionnaires, testing, and documentation. The results showed that (1) the enforceability of the LPA cycle I (good), cycle II (very good), cycle III (very good), (2) social skills of students cycle I (active ), cycle II (active ), and cycle III (very active), (3) student completness of learning result in the classical cycle I arrive with cycle III experience increasing (4) response of students is about cooperative learning CUPs by category is very good. Be concluded that the implementation cooperative learning model CUPs effective improved learning result of students of class VIII-D SMPN 26 Banjarmasin on the subject of light reflection.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TEKNIK CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA

This study aims to improve learning outcomes and activities of students of class VIII SMPN 13 Mataram through Cooperative Learning Model Conceptual Understanding Procedures (CUPs). This research is a classroom action research consisting of 2 cycles containing planning, implementation, observation, evaluation and reflection. The population of this study is all students of class VIII SMP Negeri 13 Mataram which amounted to 3 classes. The sample of this research is the students of class VIII-E. Research approach used qualitative and quantitative. The research instruments used were obsevation and study test. Data obtained, analyzed by using analysis mastery learning. The results of the research, in the cycle I classical completeness of 72.09% (not complete). Teachers are categorized as 'very active' and students are categorized as 'active'. In the second cycle, the percentage of grade mastery is 86.04%. Teachers are categorized as 'very active' and active students are categorized as 'active'. Student learning outcomes increased by 13.09%. We conclude that applying cooperative learning model of Conceptual Understanding Procedures (CUPs) techniques can improve student learning outcomes and activities

The role of conceptual understanding in children's addition problem solving.

The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and associativity principles. Conceptual understanding was assessed by the ability to spontaneously use such relational properties in problem solving (Task 1) and to recognize and explain them when prompted (Task 2). Results revealed that conceptual understanding was related to using order-indifferent, decomposition, and retrieval strategies and speed and accuracy in solving unrelated problems. The importance of conceptual understanding for addition development is discussed.