Eighth Grade Students Research Articles

Kemampuan Berpikir Kreatif Matematika Siswa melalui Pendekatan Pembelajaran Open-Ended

This study is motivated by the low creative mathematical thinking ability of eighth-grade students at SMP IT Al-Khansa Rengat. The students seem unable to come up with many different solutions or approaches, so an instructional approach is needed to address this issue. The approach that is believed to overcome this problem is the open-ended approach. The research question of this study is: “Is the creative mathematical thinking ability of students who follow the open-ended learning approach better than those who follow conventional learning in the eighth grade at SMP IT Al-Khansa Rengat?” The objective is to determine whether the creative mathematical thinking ability of students who follow the open-ended approach is better than those who follow conventional learning in the eighth grade at SMP IT Al-Khansa Rengat. The hypothesis of this study is that the creative mathematical thinking ability of students who follow the open-ended approach is better than those who follow conventional learning at SMP IT Al-Khansa Rengat. The data analysis technique used is the t test and Minitab software. The results of the analysis obtained tcount=3.114 and ttable=2.120. Because 3.114>2.120, the conclusion is that H0 is rejected and H is accepted. It can be concluded the creative thinking abilities in mathematics of students who take part in learning using an open ended approach are better than students who take part in conventional learning in class VIII SMP IT Al-Khansa Rengat.

Examining the development of eighth grade students’ geometric reasoning

The purpose of this study is to investigate the development of geometric reasoning in eighth-grade middle school students. This research was conducted with 6 students (4 girls, 2 boys) at a public school in Izmir, where the researcher is employed. The study is qualitative and utilizes the teaching experiment method. The research process includes pre- and post-tests and 5 different teaching implementations. All research questions were prepared by the researcher in the form of open-ended questions suitable for geometric reasoning. The data obtained in the study were analyzed descriptively within the theoretical framework of Duval's Cognitive Model. This article is based on the researcher’s doctoral thesis, and one question from the pre- and post-interviews is presented in this article. The results of the research indicate that there was a development in students' geometric reasoning skills, that peer teaching had a positive impact during the instructional implementations, and that there were positive developments in students' questioning and logical reasoning skills.

The indirect effects of school bullying on mathematics achievement: the mediating roles of teacher-student relationships, sense of belonging and differences between genders

BackgroundPrevious research paid more attention to the negative effects of the bullying on psychological distress, such as anxiety and depression. However, few studies explored the underlying mechanism between bullying and mathematics achievement. The purpose of this study was to explore the direct and indirect effects of school bullying on mathematics achievement among Chinese eighth grade students.MethodsA two-stage stratified sample design was used to select participants. The participants were all eighth grade students from a city of southwest China and 17,527 adolescents (51.7% boys, Mage = 13.34 ± 0.56 years) were included in this study. Students completed a battery of paper-and-pencil instruments concerning demographic information, school bullying, teacher-student relationships, sense of belonging, and mathematics achievement. The Two-Step Rule was employed to explore the association between school bullying and mathematics achievement.Results(1) There was a direct effect of school bullying on mathematics achievement (β = -0.203, 95%CI: -0.235, -0.171, p < .001); (2) Teacher-student relationships (β = -0.096, 95%CI: -0.115, -0.078, p < .001) and sense of belonging (β = -0.011, 95%CI: -0.021, -0.003, p = .010) played separate mediating roles in the link between school bullying and mathematics achievement; (3) Teacher-student relationships and sense of belonging served as chain mediators between school bullying and mathematics achievement (β = -0.011, 95%CI: -0.021, -0.003, p = .012); (4) Gender moderated the impact of school bullying on mathematics achievement (β = -0.081, p < .001).ConclusionsThese results have implications for educational staff by suggesting that teacher-student relationships and school belonging may be the two pivotal factors that future research should utilize the two factors to develop more evidence-based preventions and interventions. Moreover, more attention should be paid to girls who are victims of bullying.

Learning Outcomes: How is the Experimentation of the AIR Learning Model?

This study examines how the experimentation of the Auditory, Intellectually, Repetition (AIR) learning model impacts students' learning outcomes in the Islamic Cultural History (SKI) subject at MTs Negeri 1 Bandar Lampung. The research is motivated by students' learning outcomes that have not met the Minimum Competency Criteria (KKM), which may be due to limitations in teaching methods and the influence of other external factors. This study employs a quantitative approach, with the population consisting of all eighth-grade students. The sample includes class VIII(A) as the experimental group and class VIII(B) as the control group. The data were analyzed using an independent t-test, yielding a final significance value of 0.070. This indicates that there is no statistically significant difference between the experimental and control groups. These results suggest that the AIR learning model does not produce significantly different learning outcomes compared to conventional teaching methods in this context. Therefore, further research is needed to optimize the application of the AIR learning model in the Islamic Cultural History (SKI) subject.

An exploratory study on STEM education through math trails with digital technology to promote mathematical literacy

&lt;p&gt;This study aims to investigate how the use of math trail activities and digital technology in STEM education can help to improve mathematical literacy. Exploratory design research involving teachers and eighth-grade students in a junior high school was conducted. A STEM Trails application was developed, several trails were designed, and students performed the activities. Participant observation, interviews, questionnaires, exams, and worksheets were used to collect data. Organization, annotation, data description, and statistical tests were carried out for data analysis. Based on the results of the analysis, an educational program was designed to provide students with valuable STEM experiences. This program was supported by GPS-based applications that serve as tools for students to develop mathematical literacy by solving STEM-related problems in the surrounding environment. As a result, the program promoted students' mathematical literacy. This study discovered a link between the program's instrumental approaches and the mathematical literacy developed throughout the instrumentation process. The findings of this study demonstrate that the integration of digital technology in STEM-based math trails can effectively enhance learners' mathematical literacy through contextualized and interactive learning experiences. It is recommended that future research should extend the implementation of STEM Trails to a wider range of learning environments and investigate its impact on students' skills and abilities in greater depth.&lt;/p&gt;

Analysis of Student Errors in Solving Problems on Three-Dimensional Shapes with Flat Surfaces: A Qualitative Study on Eighth-Grade Students

This study analyzes errors made by eighth-grade students in solving problems involving three-dimensional geometric shapes with flat surfaces and examines the factors causing these errors. Using a qualitative descriptive approach, three students with varying error levels (high, medium, low) were selected for analysis through written tests and in-depth interviews. Data were processed using the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. Findings identified four main error types: factual, conceptual, principle, and operational. High-error students mainly struggled with conceptual understanding and operations, while low-error students primarily made operational errors. The results highlight that weak conceptual understanding and cognitive overload were the key factors in these errors. This study implies that teaching strategies should enhance both conceptual and procedural knowledge, utilizing interactive and manipulative learning methods to reduce cognitive load and improve student performance in geometry.

Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Berpikir Kreatif Matematis Siswa

This study was motivated by the low creative thinking abilities of eighth-grade students at SMP Negeri 2 Amanatun Selatan. The purpose of the research was to analyze the effect of the problem-based learning (PBL) model on students' creative thinking skills. The population consisted of all eighth-grade students at SMP Negeri 2 Amanatun Selatan, with one class selected as the experimental group. The study employed a quasi-experimental method using a One-Group Pretest-Posttest Design. Data were collected through tests, and the analysis was conducted using a t-test. The findings indicated that the implementation of the problem-based learning model had a significant impact on students' creative thinking abilities. The significance value obtained was 0.001 (&lt; 0.05), leading to the acceptance of the alternative hypothesis (H₁). Thus, it can be concluded that the problem-based learning model significantly improves the creative thinking abilities of eighth-grade students at SMP Negeri 2 Amanatun Selatan.

THE EFFECT OF PROBLEM BASED LEARNING ASSISTED BY VIRTUAL REALITY "MUSEUM SUMPAH PEMUDA" ON CRITICAL THINKING TENDENCIES AND LEARNING MOTIVATION IN SOCIAL STUDIES LEARNING

The Industrial Revolution 4.0 is reshaping social studies to address real-life problems and foster critical thinking skills. Problem-Based Learning (PBL) focuses on resolving actual issues, while Virtual Reality (VR) provides an immersive virtual learning environment within the classroom. This study investigates the effect of VR-assisted PBL, specifically the “Museum Sumpah Pemuda”, on critical thinking tendencies and learning motivation in social studies education. Utilizing a quasi-experimental approach with a pretest and posttest design, the study population consisted of 75 eighth-grade students aged 13-15 years, divided into three classes. Cluster random sampling was applied to select the control class (VIIIB) and the experimental class (VIIIC), each comprising 25 students. The research utilized a critical thinking self-assessment questionnaire developed by Masured Reasons LLC, featuring 20 questions, alongside Facione &amp; Gittens's critical thinking indicators. Additionally, the learning motivation questionnaire was based on criteria from Hamzah B. Uno and included 24 questions. Results from the MANOVA hypothesis test (p&lt;0.05) indicate a significant effect of VR-assisted PBL “Museum Sumpah Pemuda”, on both critical thinking tendencies and learning motivation in social studies learning. These findings suggest that VR-assisted PBL not only cultivates 21st-century skills but also resonates with students' experiences in the technology-driven era of 4.0. Keywords: Problem Based Learning, Virtual Reality, Critical Thinking, Learning Motivation, Social Studies

Penerapan Model Discovery Learning Berbantuan Quizizz untuk Meningkatkan Hasil Belajar Matematika Peserta Didik

This study aims to improve students' mathematics learning outcomes by implementing the discovery learning model assisted by quizizz. The subjects of the study were 30 eighth-grade students from SMP Negeri 1 Labuhan Haji, Lombok Timur. The research used a classroom action research (CAR) method conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The results showed a significant improvement in learning outcomes from the pre-cycle to cycle I and cycle II. In the pre-cycle, only 23.33% of students achieved mastery, with an average score of 45.31. After the implementation of the discovery learning model assisted by Quizizz in cycle I, the mastery percentage increased to 56.70%, and in cycle II, it reached 90.00% with an average score of 86.21. Based on these results, it can be concluded that the implementation of the discovery learning model assisted by quizizz is effective in improving students' mathematics learning outcomes.

Keefektifan Metode Pembelajaran Project Bassed Learning (PjBL) sebagai Pemantik Hasil Belajar Peserta Didik MTs Dalam Materi Menggambar Komik Berupa Cerita Fabel

The results of the preliminary study conducted at MTsN 10 Banyuwangi, along with interviews conducted with several art and culture teachers in the MGMP group in the Banyuwangi region, revealed that there are still issues with the teaching methods being used. The interview results also indicated that teachers are unable to implement effective learning approaches due to limitations in their creativity and a lack of teaching media. The problem statement in this study is how effective the Project-Based Learning (PjBL) method is in improving the learning outcomes of MTs students in comic drawing material in the form of fable stories. This study was conducted at Madrasah Tsanawiyah Negeri 10 Banyuwangi, located in Rogojampi District, Banyuwangi Regency. The study was conducted between March and May 2024. The subjects of this study were eighth-grade students at MTsN 10 Banyuwangi. This research is a mixed-methods study, using qualitative as the primary method and quantitative as the secondary method. The results of this study showed that in the small group test, large group test, and the distribution of N-Gain scores at each meeting, there was an increase. This increase is evidenced by the N-Gain score, which in the last meeting of the small group test was 0.68 (moderate category) and increased to 0.78 (high category) in the last meeting of the large group test. This indicates that the Project-Based Learning (PjBL) method is effective in improving students' learning outcomes in understanding comic drawing material.

Методика диагностики удовлетворенности базовых психологических потребностей у школьников

&lt;p&gt;The most important factors in the psychological well-being and academic motivation of schoolchildren from the point of view of self-determination theory include the satisfaction of their basic psychological needs. The purpose of the study was to develop a compact questionnaire to measure the satisfaction of three basic psychological needs (autonomy, competence, and relatedness) in middle school students. The study used data from an online survey of 3,901 schoolchildren from different regions of Russia, of which 2,176 (56%) were fifth grade students and 1,725 (44%) eighth grade students. The results of CFA confirmed the expected structure of the questionnaire and demonstrated metric and scalar invariance in the age groups of fifth and eighth graders. Moderate internal consistency of the autonomy satisfaction scale and good internal consistency of other scales were demonstrated. The validity of all developed subscales was confirmed by the correlations of satisfaction and frustration of basic needs with various indicators of academic motivation and psychological well-being. These findings demonstrate that the use of a questionnaire to assess basic psychological needs satisfaction may benefit educational psychologists' efforts to enhance academic motivation and support students' well-being.&lt;/p&gt;

Investigation of Eighth Grade Students’ Performance on Tasks Involving Statistical Thinking About Measures of Central Tendency

Given that students are and will continue to be in constant interaction with statistical data throughout their lives, they must be equipped to read, understand, and interpret such data. As a result, engaging in statistical thinking becomes essential. Statistical thinking can be defined as viewing the statistical process holistically in order to comprehend its underlying purpose. The aim of this study is to investigate eighth-grade students’ performance on tasks related to measures of central tendency, and to analyse their statistical thinking processes in detail. This research was designed as a case study, with tasks developed by the researchers focusing on measures of central tendency used during the data collection phase. These tasks were analysed within the framework of the M3ST (Middle School Students' Statistical Thinking), and the students' statistical thinking levels were identified. Concurrently, the solution strategies employed by the students were examined, as well as their performance in solving problems related to measures of central tendency. The analysis revealed that the students' statistical thinking was predominantly at level 3 or level 4 for the components of organizing and reducing data, respectively, while it was at level 2 for the components of representing data and analysing and interpreting data. It was found that the participants possessed procedural knowledge regarding measures of central tendency but struggled to provide explanations or draw inferences about the concepts. Moreover, most of the participants appeared to lack a deep understanding of the fundamental concepts of measures of central tendency. These findings are discussed in the context of the existing literature.

Younger adolescents’ perspectives on book censorship: a case of Croatia

AbstractThis study explores the views of younger adolescents in Croatia regarding book censorship. Censorship, defined as systematic control of freedom of thought and expression, has a long history and continues to be relevant in modern times, targeting various age groups, particularly children and youth. The study explores historical and contemporary justifications for censoring books for young people, emphasizing the belief that children need protection from inappropriate content. This belief is rooted in the idea that children are intellectually and emotionally different from adults, necessitating a separate and protected period of childhood. The study involved a survey conducted among 62 seventh and eighth-grade students in Osijek, Croatia. Findings revealed that many adolescents have a superficial understanding of censorship, often associating it with the prohibition of offensive language. Despite this, over half of the respondents admitted to reading books deemed inappropriate for their age. The study highlights the need for further education on censorship and suggests that including adolescents in discussions about reading materials could be beneficial, as their perspectives often differ significantly from those of adults.

Implementation of the Kurikulum Merdeka Through the P5 Program in Islamic Religious Education Learning at SMP Tahfidz Assyifa Al Islami Parung

This study aims to describe and analyze the implementation, challenges, and solutions in applying the Kurikulum Merdeka through the P5 program in Islamic Religious Education (PAI) learning. The research was conducted at SMP Tahfidz Assyifa Al Islami Parung using a qualitative approach and field research methodology. Data collection techniques included interviews, documentation, and observation, with data validity tested through triangulation of methods and sources. Data analysis involved data collection, reduction, presentation, and conclusion drawing. The findings reveal that the implementation of the Kurikulum Merdeka through the P5 program in PAI learning began in the fourth week of July in the 2024 academic year, focusing on entrepreneurship for seventh-grade students and democracy for eighth-grade students. However, challenges were identified, including limited teacher understanding and training regarding the P5 program, insufficient supervision from project coordinators, and inadequate module support, as the materials were primarily downloaded from the internet.

Podcasts impact on the listening skill development in a private school in a Latin American country

Podcasts are digital tools, which consist in audio files that can be downloaded from any technological devices connected to internet. There is some research that support the use of this tool in the processo of EFL classes, but there is a research gap in the field in our country. For this reason, this research analyzed the effectiveness of the use of podcasts as a didactic tool to improve the listening comprehension skill in English in eighth grade students. A population of 72 students was evaluated through a pre-test and post-test. This is a quasi-experimental design with quantitative data. Satistical analyses were used to measure the impact of the intervention. The Mass Whitney test was applied due to the lack of normality in the data. The results of the Mann Whitney U test revealed a significant difference in the development of the skill after the implementation. Likewise, the paired t-test results demonstrated a relevant variation in the English listening comprehension skills before and after the implementation of the podcast, with a p value less than the significance level of 0.05. The research findings suggest that the use of podcasts as a teaching tool is effective in improving listening comprehension skills. The results open the door for implications aimed at the use of podcasts in English classes to help students reach proficiency in the language.

EFEKTIVITAS PENGGUNAAN VIDEO ANIMASI: STUDI EKSPERIMEN PADA PEMBELAJARAN FIQIH DI MTS ASH SHABIRIN SAMARINDA

This study is motivated by the low learning outcomes of students at MTs Ash Shabirin Samarinda. The aim of this study is to determine whether the use of animated videos is effective in improving the learning outcomes of eighth-grade students in the subject of Fiqh at MTs Ash Shabirin Samarinda. This research is an experimental study with a quantitative approach. The population used in this study consists of all eighth-grade students at MTs Ash Shabirin Samarinda. The research design used is the pretest-posttest control group design, which aims to determine whether there is a significant difference between the experimental class and the control class. Data collection techniques used include observation, tests, and documentation. Data analysis techniques used non-parametric tests due to the non-normal distribution of data, namely the Wilcoxon test, and the hypothesis test used the Mann-Whitney test. The validity and reliability of the data were tested using IBM SPSS version 24 for Windows. The results of the study show that the average Fiqh learning outcomes using animated videos are higher than the average Fiqh learning outcomes without using animated videos. The results of the Mann-Whitney hypothesis test show an Asymp. Sig. (2-tailed) value of 0.040 &lt; 0.05, which means the hypothesis is accepted. Therefore, it can be concluded that the use of animated videos is effective in improving students' learning outcomes at MTs Ash Shabirin Samarinda.

Utilizing the One Stays Rest Stray Strategy to Teach Reading Comprehension

This study aimed at finding out whether or not one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang. This study used pre-experimental method. The samples of this study were 38 persons of the eighth-grade students of SMP Muhammadiyah 6 Palembang. The data was obtained from pretest and posttest and calculated by using t-test. The result showed t-obtained was 4.608, higher than the critical value of t-table was 1.689 at the significant level of p&lt;0.05 for two tailed and degree of freedom (df) is 35 which means that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In conclusion, one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang

Reversible thinking in solving mathematics problems in terms of cognitive style

Background: Reversible thinking, the ability to think bidirectionally, is a crucial component of mathematical problem-solving. Differences in cognitive styles, particularly field-dependent and field-independent characteristics, play a significant role in students' reversible thinking, necessitating a deeper exploration of these relationships.Aim: This study aims to describe students' reversible thinking processes in solving mathematical problems based on their cognitive styles, focusing on field-dependent and field-independent traits.Method: A qualitative descriptive approach was applied to 32 eighth-grade students from a junior high school in Malang City, Indonesia. Data were collected using the Group Embedded Figures Test (GEFT), a reversible thinking test, and semi-structured interviews. Students were categorized into field-dependent and field-independent groups using GEFT before undertaking a reversible thinking test. Semi-structured interviews were conducted to gain deeper insights into their problem-solving approaches.Results: The findings indicate that students with field-independent cognitive styles exhibit better performance in the aspects of negation and reciprocity. They carefully apply problem-solving strategies, consistently reverting to initial values after achieving correct solutions. Conversely, students with field-dependent cognitive styles are more prone to errors, particularly in changing operation signs and applying the concept of reciprocal equivalence.Conclusion: This study highlights significant differences in reversible thinking between students with field-dependent and field-independent cognitive styles. The results suggest the need for tailored teaching methods to enhance reversible thinking based on cognitive styles. Further research is recommended to explore barriers and additional factors influencing reversible thinking.

The Effect of Using English Animation Videos on Students' Speaking Ability

This research aims to collect empirical data regarding the effectiveness of using English animated videos in improving the speaking skills of eighth grade students at SMPN 9 South Tangerang. The research method used is quantitative with a quasi-experimental approach. The population of this research was class VIII students at SMPN 9 South Tangerang. A total of 60 students were selected as samples using purposive sampling techniques and divided into two groups, namely the experimental group and the control group. The instrument used was an oral test given before and after treatment. Pre-test and post-test data were analyzed using the t-test. The pre-test results showed that the average score of the experimental group was slightly higher than the control group, while the post-test results showed a significant difference, with the experimental group's score being much higher than the control group. The research results show a significance value (p) of 0.000 with a confidence level of α = 0.05, which shows that the use of English animated videos is effective in improving students' speaking skills in eighth grade at SMPN 9 South Tangerang.

The Relationship Between Students' Critical and Creative Thinking Skills in Nutrition Concepts Within the Framework of Education for Sustainable Development

In the context of the Fourth Industrial Revolution, equipping students with critical and creative thinking skills within the framework of Education for Sustainable Development is essential but remains insufficiently explored, particularly in relation to nutrition concepts. This study evaluates the critical and creative thinking skills of eighth-grade students at a private junior high school and examines the relationship between these skills in the context of Education for Sustainable Development and nutrition. A total of 62 students participated in the study, which employed a correlational design to analyze data from a written test comprising fifteen multiple-choice questions on critical thinking and eight essay questions on creative thinking. To minimize guessing, the critical thinking test included well-designed distractors. Descriptive analysis was followed by the application of the Spearman test to determine the correlation between critical and creative thinking skills. The results indicated low performance in both areas, with average scores of 31.61 for critical thinking and 43.34 for creative thinking. Furthermore, no significant correlation was found between the two skills, as the significance value of 0.126 exceeded the threshold of 0.05. The findings suggest that systematic planning and continuous learning are necessary to enhance these skills and improve academic performance. The study emphasizes the need for structured educational strategies to develop critical and creative thinking concurrently, thereby informing curriculum development to support Education for Sustainable Development goals and prepare students to address future sustainability challenges.