Expository Learning Research Articles

Active Learning Strategies in Improving Middle School Students' Mathematical Abilities

Ability communication mathematics have role Which very important in learning mathematics. In mathematics ability Mathematical communication acts as a tool that students use in learning put forward idea Which they have For build knowledge the math. The low ability communication mathematical student influenced by many factors both internal and external. One of the research focuses This looks at external factors namely the learning strategy factor. To improve students' mathematical communication skills, then from teachers need to apply appropriate learning strategies. One strategy that can give chance to student role active in communicating knowledge is an Active Learning learning strategy type tutors peer.This research aims to determine the increase in students' mathematical communication skills after implementing the peer tutoring Active Learning strategy.Approach Which done in study This use approach quantitative. Approach quantitative is an approach based on interpretation of data in the form of numbers. Design study Which will used in study This is study quasi experimenter. On study This, type design Which used researcher that is design control group pretest-posttest design. The data collection technique used in this research is a test. The instruments used in this research are learning tools and test sheets.Based on the results of the research carried out, the conclusion is that the mathematical communication skills of students who apply the Active Learning learning strategy with the peer tutor type improve compared to expository learning.

Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education

Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP LITERASI MATEMATIKA SISWA KELAS VII SMPN 20 SELUMA

The aim of this research is to determine the effect of the Problem Based Learning learning model on the mathematical literacy abilities of Class VII students at SMPN 20 Seluma. The research method used in this research is the analytical method. The type of research carried out was a quasi-experimental design with The Nonequivalent Posttest-only Control Group Design. In this study, the population was all class VII students at SMPN 20 Seluma with two sample classes selected using the purposive sampling technique. The sample class is the experimental class, namely Class VIIB, with 15 students with Problem Based Learning and the control class, namely Class VIIA, with 15 students with expository learning. This research instrument is a test of mathematical literacy skills which consists of formulating problems (formulate), applying concepts (employee), and interpreting the results of the solution. This test was carried out after the learning model was applied to both sample tests (posttest). The post-test results in the experimental class with Problem Based Learning obtained an average student score of 71.33, while in the control class with expository learning the average student score was 60.67. Data analysis was carried out using an independent t-test on the post-test results with a significant level of sig. (2-tailed) = 0.046 < significant level (and which shows that there is a difference between the results of mathematical literacy abilities between students with Problem Based Learning and expository learning. The results of the research can be concluded that there is an influence of the Problem Based Learning learning model on the mathematical literacy abilities of Class VII students at SMPN 20 Seluma

Problem Based Learning Models Assisted by Mathcard on Students' Critical Thinking Abilities and Mathematical Dispositions

Learning using the 2013 curriculum encourages students to have 4C abilities. The findings of the initial test results in class IX of SMP Negeri 3 Muntilan, their critical thinking skills were classified as poor. Mathematical disposition abilities influence the low and high level of students' mathematical critical thinking abilities. The findings from the initial questionnaire showed that mathematical disposition ability was in the medium category. Then, with the need for students not to get bored quickly and to be active when learning, the Problem Based Learning (PBL) model assisted by math cards was implemented. The research objective to be achieved in this study is to analyze in a multivariate way the critical thinking abilities and mathematical disposition abilities taught using the PBL model assisted by mathcards are better than those taught using the expository learning model on quadratic equations. The approach used is quantitative research with a quasi experimental design in the form of a non equivalent posttest only control group design. The results of this research are; Multivariately, students' critical thinking abilities and mathematical disposition are better in the PBL model assisted by mathcards compared to the expository model in quadratic equations. However, educators need to reconsider the material that will be applied with this mathcard-assisted PBL model, because this model is not necessarily suitable for all material.

The Influence of Differentiated Learning Strategies on Motivation and Geography Learning Outcomes

The purpose of this study is to ascertain how diverse learning strategies in geography instruction affect the learning outcomes and motivation of SMA Negeri 1 Bunyu geography students. This study employs quantitative techniques and is the kind that has an experimental design with a Nonequivalent Control Group Design, where there is an experimental class that uses differentiated learning strategies, while the control class uses expository learning strategies. The use of this design is based on the problems faced by teachers in the classroom, such as low student motivation to learn, and the strategies used by teachers are not diverse. This design makes it possible to compare different learning strategies between differentiated strategies and expository strategies on student motivation in the classroom. Sixty-three students made up the study's sample, which was selected using a combination of random and probability sampling techniques. SPSS version 25.00 data analysis techniques using the t-test (Independent Sample T-test). With a value of 0.000 0.05, the t-test results showed that using a variety of learning strategies can improve learning outcomes and increase student motivation. Differentiated learning tactics are implemented based on the needs and abilities of students in order to provide an inclusive learning environment. The utilization of various strategies can improve students' academic achievement in addition to encouraging deeper knowledge. The findings of this study show how differentiated instruction can improve students' academic performance and motivation for studying geography.

The Impact of Problem-Posing Learning Method on Critical Thinking Skills in terms of Self-Confidence

Elementary school students need help solving math description problems due to weak critical thinking skills. The need for appropriate learning methods for developing critical thinking skills and student self-confidence factors cause the low quality of the mathematics learning process. The purpose of this research is to test the effect of Problem Posing learning method on critical thinking skills in terms of students' self-confidence in mathematics learning. The research methodology applied was an experiment with a 2 x 2 design. The research sample was selected using Cluster Random Sampling with a total sample of 140 students. The research instruments used were the critical thinking skills test in the form of description test questions and the self-confidence questionnaire using the Likert scale. Data analysis began with prerequisite tests in the form of normality and homogeneity followed by two-way ANOVA hypothesis testing and the Tukey test as a further test with the help of SPSS statistical software. The results revealed that the critical thinking skills of students who were given Problem Posing treatment was higher than that of students who were given expository learning treatment; there was an interaction between learning methods and self-confidence in critical thinking skills, critical thinking skills in Problem Posing was higher than expository learning for students who had high self-confidence, and students who had low self-confidence in expository learning had higher critical thinking ability than Problem Posing learning. Based on the results of the study, it can be concluded that the Problem-posing learning method significantly affects critical thinking skills in terms of the self-confidence of elementary school students.

Eksplorasi Dimensi Kecerdasan Emosional Dan Spiritual Dalam Fikih Shalat

Learning materials are not merely tools, but rather as the main source that provides important substance for learning. This concept is enriched by the view that learning materials are not only physical materials, but also something that carries meaningful messages to achieve teaching goals. Learning material on prayer jurisprudence, it can be seen that there is a gap in the approach which is still focused on declarative and procedural aspects. These materials do not yet reflect comprehensive Islamic education that can penetrate the emotional and spiritual dimensions. Therefore, there is a need to develop more meaningful prayer fiqh material by combining emotional and spiritual values ​​as additional material to support the goals of Islamic education that are in accordance with the principles of Islamic education. religious principles and Education laws. The emotional and spiritual intelligence material is prepared first according to the content of prayer jurisprudence. Ari Ginanjar's ESQ concept can be used as the main reference for this preparation. The results of the preparation are combined with existing prayer jurisprudence material. The results of this combination are then said to be the development of teaching materials, for example; The material on prayer intentions is given additional material on spiritual emotional intelligence which explains that intention contains the meaning that "Integrity is sincerity, honesty and commitment that grows from the impulse of one's conscience, not influenced by other factors". After the development of the teaching materials was ready, inquiry, contextual and expository learning strategies were chosen as relatively easier strategies in interpreting prayer fikh material based on the development of emotional and spiritual intelligence material.

Assessment Penerapan Strategi Pembelajaran di SMP Islam Desa Darek

Determining learning strategies in schools is a very important thing for teachers to do so that learning objectives can be achieved optimally. The learning strategy is an attempt to convey knowledge to students. Because the realization of good learning cannot be separated from how to design learning strategies. So that it can guide students to achieve an understanding of the material presented. This study aims to find out the description of the assessment of learning strategies applied in Darek village Islamic middle school, to find out the description of the implementation of learning strategies in Darek village Islamic Middle school whether it is in accordance with the needs and abilities of students, to find out the efforts of teachers and educators when getting students who have low abilities in learning. The method used in this research is qualitative. The data collection technique in this study was by interviewing teachers at the school. The results of the study show that the implementation of the learning strategies that have been implemented are in accordance with the needs and abilities of students, than there are two learning strategies that have been implemented, namely: 1) the strategy of the expository learning model (lecture model), in which the teacher gives material to students using the lecture model and then proceeds with a question and answer system or discussion. 2) Cooperative learning model strategy, the teacher forms small groups so that students can work together in teams, and the learning outcomes can be presented in front of the class. Teachers also provide special guidance to students who have low abilities in learning.

Peran Guru dalam Implementasi Strategi Pembelajaran Ekspositori dalam Pembelajaran

Certain students still have difficulty understanding the lessons given by the teacher. Expository learning is a learning approach that emphasizes the process of conveying material to a group of students orally. The goal is to improve students' ability to learn and master subject matter in the most effective way, so that students can understand what is being taught. The authors used the bibliographic research method, or bibliography, to write this journal, and they used various reading sources as references. Expository strategies can be used in learning, this is done to achieve learning goals and make learning take place effectively and efficiently.

Ta'lim Muta'allim: Solutions for Forming the Ta'dzim Attitude of Generation Z Students towards Teachers

This research aims to describe Ta'lim Muta'alim learning in the formation of Ta'dzim attitudes and Ta'dzim attitudes of students towards teachers at Mts Nurul Iman Dempok Grogol Diwek Jombang. The method used in this research is a qualitative method with a case study research design. Data collection techniques in this research were carried out using observation, interviews, and documentation methods. Testing the validity of the data was carried out by extending observations, increasing persistence, triangulation, using reference materials, peer discussions, and member checks. Data analysis techniques use data reduction, data presentation, and verification. This research produces the conclusion (2). The Ta'lim Al-Muta'allim teacher's efforts in forming a student's attitude of ta'dzim towards teachers at MTs Nurul Iman Dempok Jombang were carried out by preparing Expository Learning Strategies (SPE) and Inquiry Learning Strategies (SPI). Using printed learning media based on the Bald Bible and Al-Muta'allim Ta'lim Translation, lecture, deductive, bandongan, and sorogan methods are used. The formation of students' ta'dzim attitudes is carried out using two patterns, namely habituation and modeling. Students' attitude towards teachers at MTs Nurul Iman Dempok Jombang is characterized by respecting knowledge and teachers. Please do not walk in front of the teacher or bend when walking in front of him. Obeying the teacher's orders, namely helping the teacher clean the school environment, reading waqia'ah before Duha prayers, praying Duha prayers in congregation, folding carpets, and participating in activities related to the madrasah's vision and mission. This research provides recommendations to educational institutions and practitioners regarding the potential for developing more effective learning approaches for forming ta'dzim attitudes in Generation Z students.

Implementation of Problem Based Learning Assisted by Learning Management System to Improve Students' Mathematical Communication Skills

Learning is not limited to the transfer of knowledge, but rather needs to provide opportunities for students to communicate ideas clearly in order to develop more flexible and practical abilities. The aim of the research is to determine the implementation of Problem Based Learning assisted by a Learning Management System (LMS) to improve students' mathematical communication skills. The research method uses a quantitative type, with a sample of class 1F of 23 students as the experimental class and class 1G of 24 students as the control class for the 2022/2023 even semester academic year in the D4 Electronics Engineering study program at the Malang State Polytechnic. Data collection methods such as observation and tests, where instruments are provided with observation sheets and test questions. Data analysis used the normal test, homogeneous test, proportion test, comparison test (test) and the N-gain test. The research results show that the data is normally distributed and homogeneous. The research indicators meet 1) Students' ability to communicate mathematics which is influenced by the treatment given through Problem Based Learning with the help of LMS reaches the minimum standard in learning both (B) individual and classical, exceeds 75%, 2) Students' ability to communicate mathematics which is influenced by the treatment given through Problem Based Learning with LMS support is better than expository learning, 3) The increase in mathematical communication skills of students who take part in Problem Based Learning with LMS support is significantly higher than expository learning, namely 0.496 in the medium category.

Effectiveness of Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) Models in Class VI Science Subjects on Creativity and Learning Outcomes

The aim of the research is to analyze the mastery of creativity and student learning outcomes through Contextual Teaching Learning (CTL), Problem Based Learning (PBL) and expository learning models, as well as knowing the differences in increasing creativity and learning outcomes after learning in the three learning models. The research design uses true–experimental research. The research sample is 21 class VI students at SDN 1 Tamanrejo and 22 students at SDN 2 Tamanrejo the experimental group, and 19 students at SDN Trimulyo as control group. Data analysis used one way anova and paired sample t-test. The results show that achievement of classical completeness in science learning outcomes with the CTL learning model = 85.7%; PBL = 63.5%; and expository = 15.8%. Increased learning creativity in the CTL learning model, learning creativity increased by 45.25%; PBL 34.52%; and expository 25.80%. The increase in student science learning outcomes in classes with the CTL learning model increased by 89.18%; PBL 73.17%; and expository 57.10%. The conclusion of the research shows that CTL model classes produce better learning creativity and complete science learning outcomes compared to classes that apply the PBL model and higher than those that apply the expository model.

THE EFFECT OF EDUCATIONAL GAME-BASED TEAM GAMES TOURNAMENT (TGT) LEARNING MODEL ON STUDENT LEARNING OUTCOMES OF CLASS X BUILDING MODELING AND INFORMATION DESIGN (DPIB) 3 PUBLIC VOCATIONAL HIGH SCHOOL (SMK) 1 BALONGAN INDRAMAYU, WEST JAVA

This research is motivated by the low level of learning outcomes of students who do not meet the Minimum Completeness Criteria (KKM). The results of the pre-research found that students felt bored with expository learning techniques, had uneven motivation, interest, and enthusiasm for learning, tended to be passive during learning, and lacked the creation of mutually constructive relationships between high achieving students and those who did not. Therefore, it is necessary to conduct research on "The Influence of Educational Game-Based Team Games Tournament Learning Models on Learning Outcomes in the Basics of Modeling and Building Information Subjects". This study aims to determine the application of the Team Games Tournament learning model with Wordwall media and its effect on improving student learning outcomes in the Basics of Modeling and Building Information Design subjects. This research is useful for solving problems by applying appropriate learning models according to the learning objectives and characteristics of students. This research used an experimental method in the form of Quasi Experimental with Non Randomized Control Group Design conducted at SMKN 1 Balongan, Indramayu. The population used was all class X DPIB expertise program students. The sample was determined using purposive sampling techniques. The samples to be studied were class X DPIB 2 and X DPIB 3. The data collection technique used was test instruments and observation sheets. The results of this study showed an increase in learning outcomes in class X DPIB 3 by 47%, while the average increase in learning outcomes through the use of expository models in class X DPIB 2 was only 16%. Thus, it can be seen that the experimental class X DPIB 3 experienced an average increase in learning outcomes which was higher than the control class X DPIB 2.Keywords - Team Games Tournament, Wordwall, student learning outcomes.

Implementation of Expository Learning Integrated with Active Students Learning Strategy to Improve Learning Outcomes in Stoichiometry

Stoichiometry material is often still considered difficult for students in learning chemistry, causing low learning outcomes. This study aims to determine the effect of integrating the Expository Learning with the Active Student Learning on student learning outcomes in stoichiometry material in class X-4 SMA Negeri 1 Kediri. This research involved 36 students of class X-4 SMA Negeri 1 Kediri as research subjects. This research used classroom action research method with two cycles. The results showed an increase in the average learning outcomes of students. Before the research (T0), the average score was 65.33, categorized as low, with a learning completeness rate of 55.56%. In cycle 1 (T1), the average score increased to 80.56, classified as good, with a learning completeness rate of 75%. In cycle 2 (T2), the average score increased to 88.47, classified as very good, with a learning completeness rate of 88.89%. Based on these results, the integration of the expository learning with active student learning can be considered for use in students who have a low understanding of chemical concepts in order to improve their learning outcomes on stoichiometry material.

Effect of Problem-Based Learning Model on High School Students’ Critical Thinking Ability in Biotechnology Viewed from the Level of Confidence

Learning using the problem-based learning (PBL) enables students to solve problems as well as improve their science knowledge and skills. This study aims to investigate the effect of the use of PBL on critical thinking skills of high school students in biotechnology. Various levels of students’ self-confidence are used as a moderating variable for PBL in producing the effect. A total of 64 students of SMAN 8 Batanghari Jambi were involved in this study. Some 32 students were allocated each to the experimental class which was learning using PBL and the control class which was learning using the expository learning. Data were collected using a pre-validated self-confidence questionnaires and tests of critical thinking skills. The factorial type of quasi-experimental with pretest posttest nonequivalent control group design was used in this study. The collected data were analyzed using a two-way ANOVA test. The results showed that PBL-students had a higher average score of critical thinking skills (85.87) than their counterpart (78.80). The data also showed that the students with better self-confidence also have a higher average score of critical thinking skills (85.32) than those with lower self-confidence (79.34). The results of the two-way ANOVA test showed that there was an effect of the use of PBL and the students' self-confidence on students' critical thinking skills. Even though it is very weak, the interaction between the learning model and the self-confidence was seemingly existed in affecting the students' critical thinking skills. It can be concluded that the appropriate learning model and appropriate self-confidence can affect student learning critical thinking skills

Effect of the Problem Based Learning Model on the Students Motivation and Learning Outcomes

The background of this study is the low learning motivation and learning outcomes of grade V students of SDN 01 Banjar Sari. This study aims to determine the effect of the Problem Based Learning (PBL) Model on student learning motivation and learning outcomes of grade V students at SDN 01 Banjar Sari. This research uses a type of experimental research type of Quasi-Experimental research design. The method used is by quantitative research methods, with. The quasi-experimental design used in this study was a pretest posttest nonequivalent control group design. This study used two classes consisting of a control class and an experimental class. In the experimental class, they will get a Problem Based Learning model, while in the control class they will get an expository learning model. The population of this study is all grade V students of SDN 01 Banjar Sari for the 2021/2022 academic year. The number of population subjects is 60 students divided into 2 classes, namely VA and VB classes, with each VA class 30 students and VB 30 students. Data collection in this study used Nonprobability sampling technique. The results of this study show that the Problem Based Learning model affects student learning motivation by 100.00, the Problem Based Learning model affects student learning outcomes by 95.00. The average score of the learning outcomes of the control class was 57.00, the average score of the experimental class was 82.83. The average value of the control class learning motivation was 85.93 and the average value of experimental class learning motivation was 90.15.

The Effect of Applying the Learning Cycle Learning Model on Students' Learning Outcomes of Geography

Purpose of the study: The aims of this study were: 1) To compare the results of learning Geography of students using the Learning Cycle 7E learning model, Learning Cycle 5E with the Expository. 2) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with the Expository. 3) Comparing the results of learning Geography of students using the Learning Cycle 5E learning model with the Expository. 4) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with Learning Cycle 5E. Methodology: This study uses a Quasi-Experimental method with a "Postest-Only Control Design". The study population was students of class XI senior high school social sciences department. The samples were selected using the cluster random sampling technique, namely class XI social sciences 5, XI social sciences 7, and XI social sciences 8. Data on learning outcomes were collected through tests with description questions. Data analysis used One Way Analysis of Variance (One Way Anova) and post-ANOVA test (Scheffe' method) with a significance level of 5%. Main Findings: The results of the study showed: (1) There were differences in learning outcomes for Geography students using the Learning Cycle 7E, Learning Cycle 5E, and Expository learning models, with an average score of 73.37 : 66.55 : 58.92 respectively. The results of the one-way ANOVA test showed Fobs > Fα (25.1686 > 3.07); (2) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 73.37: 58.92; (3) The 5E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 66.55: 58.92; (4) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the 5E Learning Cycle learning model, with an average score of 73.37: 66.55. The three learning models have different levels of influence, with Learning Cycle 7E having the greatest influence, followed by Learning Cycle 5E and Expository. Novelty/Originality of this study: This research has a significant contribution in the field of geography education. The results showed that the Learning Cycle 7E learning model had a more positive influence on students' Geography learning outcomes compared to the Expository learning model and the 5E Learning Cycle. These findings provide a new understanding of the effectiveness of various learning models in the context of geography education.

PENERAPAN MODEL PEMBELAJARAN STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN KEMAMPUAN MATEMATIS

Mathematics learning is designed to achieve the objective of mathematics learning, that is to stimulate students to grow their mathematical abilities. However, the activities of teaching-learning have been applying the conventional learning method, in which the teacher has full control of learning so that students' mathematical abilities are classified as low. The learning model that is applied to the solution to improve students' mathematical abilities is Student Team Achievement Division (STAD). This research involved VIII classes of SMP Negeri 50 Jakarta, which are VIII-B and VIII-D classes using a Quasi-Experimental Design. Data collection was based on a pretest, posttest, and gain data by statistical test through the Mann-Whitney U test by the calculation of the program SPSS 26 because the data is not a normal distribution and not homogeneous so that it is obtained that: (1) There is a difference in mathematical ability between students who apply STAD and Expository learning models. The average posttest score of mathematical ability between students with the STAD learning model treatment is superior to the Expository learning model, that is 66,64 and 15,78. (2) There is a difference in improving mathematical ability between students who apply the STAD and Expository learning models. The average gain score of mathematical ability between students who apply the STAD learning model is superior to the Expository learning model, that is 64,56 and 13,08.

The Effect of Problem-Based Learning on the Critical Thinking Skills of Elementary School Students

This study aims to determine: (1) the difference in critical thinking skills between students taught using problem-based learning and expository learning, and (2) the influence of implementing problem-based learning on students' critical thinking skills. This study was quasi-experimental research. The study population consisted only of fifth-grade students from SD Negeri 2 Krikilan. In the experimental group, the learning process took place using the problem-based learning model, while in the control group, it took place in an expository manner. The instruments used were tests that measure students' critical thinking abilities in cognitive aspects and a behavioral scale that measures students' critical thinking abilities in behavioral aspects. The data were then analyzed using: (1) descriptive statistics to describe critical thinking skills and learning outcomes, and (2) inferential statistics using independent sample t-tests and MANOVA to test the research hypotheses at a significance level of 5% (α = 0.05). The research findings indicate that: (1) there is a significant difference in students' critical thinking skills between the group taught using problem-based learning and the group taught using expository learning, with a p-value of 0.004, and (2) the implementation of problem-based learning positively and significantly influences students' critical thinking skills, with a significance value of 0.005.

Pemahaman Konsep Matematis Siswa Sekolah Menengah Pertama: Pengaruh Explicit Instruction Ditinjau dari Self-Reliance

The purpose of this study was to determine the effect of the explicit instruction learning model on the understanding of mathematical concepts in terms of self-reliance of junior high school students. This research uses quantitative research with Quasi Experimental Design research. The results of the study indicate that: 1) there is an influence between the Explicit Instruction learning model and the expository learning model on understanding mathematical concepts. Then students' understanding of mathematical concepts in the application of the expository learning model is no better than students' understanding of mathematical concepts in the application of the Explicit Instruction learning model; 2) there is no influence between students with high, medium, and low self-reliance categories on understanding mathematical concepts; 3) there is no interaction between learning model factors and self-reliance towards understanding mathematical concepts. The recommendation is that the application of the Explicit Instruction learning model can be an alternative in learning mathematics, especially in maximizing understanding of mathematical concepts for other discussions and can also maximize students' self-reliance.