High Initial Ability Research Articles

The effect of mind mapping on the concept comprehension abilities for grade x automotive student of vocational public schools in Sijunjung regency

Concept comprehension abilities is a very important aspect in learning mathematics. The low of concept comprehension abilities will affect the quality of student learning, which in turn has an impact on the low achievement of students in school. This also happened at the Vocational public School in Sijunjung regency. One effort that can be done in reacting to it is through the selection of learning models that can create a learning environment that makes students active. Mind Mapping technique is an alternative to increase student activity in learning. This type of research was quasi-experimental. The instrument used in this study was a test consisting of an initial ability test to see students 'initial abilities consisting of high and low initial abilities, a final test to see students' mathematical concept comprehension abilities. Data was analyzed by using the Mann Whitney U test and two-way ANOVA. Based on the results of data analysis, several conclusions were obtained, namely: (1) The Concept comprehension abilities of students who learn with Mind Mapping Techniques was higher than students who learn with conventional learning; (2) Concept comprehension abilities of high, moderate, and low prior knowledge who learn with Mind Mapping techniques was higher than students who study with conventional learning; (3) there is no interaction between model of learning and prior knowledge.

Pengaruh Model Problem Based Learning Terhadap Kemampuan Pemahaman Matematis Ditinjau Dari Kemampuan Awal Matematis Siswa

This study aims to determine: (1) the mathematical comprehension ability of students who obtain network-based problem-based learning models is better than students who receive online learning-based scientific learning. (2) students 'mathematical comprehension abilities at high initial mathematical abilities are better than students with moderate and low initial mathematical abilities (3) students' mathematical understanding abilities who get problem-based learning models based on online learning are better than students who get scientific learning Based on network learning in terms of initial mathematical abilities (4) there is an interaction between learning models and initial mathematical abilities (high, medium, and low) on students' mathematical understanding abilities. This research is a quantitative descriptive study. The subject matter in this research is three dimensions. The subjects in this study were 28 students of class XII SMA Negeri 1 Wanasalam for the 2019/2020 academic year consisting of 15 students in the experimental class and 14 students in the control class. The data collection method in this research is the test method. The data analysis technique in this study was by looking at the test scores of mathematical comprehension abilities in terms of high, medium and low categories. The results showed that (1) the mathematical comprehension abilities of students who obtained the network-based problem-based learning model were no better than those who received network-based learning. (2) students 'mathematical comprehension abilities at high initial mathematical abilities are no better than students with moderate and low initial mathematical abilities (3) students' mathematical understanding abilities who obtain network-based problem-based learning models are no better than students who obtain scientific learning based on learning in the network in terms of initial mathematical abilities (4) there is no interaction between learning models and initial mathematical abilities (high, medium, and low) on students' mathematical understanding abilities.

The Effect of the Jigsaw Cooperative Learning Model and the Student’s Initial Mathematical Abilities and Its Effect on the Mathematical Representation Ability and Learning Motivation of Students in the PAB 10 Sampali Private Elementary School

The Influence of Jigsaw Cooperative Learning Model on Mathematical Representation Ability and Student Learning Motivation at PAB 10 Sampali Private Elementary School. Thesis. Medan: UNIMED Postgraduate Program, 2020. This study aims to determine 1) the magnitude of the influence of the learning model on students' mathematical representation abilities and learning motivation; 2) the magnitude of the influence of early mathematical abilities on the ability of mathematical representation and student learning motivation; and 3) the interaction between the learning model and the initial mathematical ability of the mathematical representation ability and student learning motivation. The research was conducted in private SD PAB 10 Sampali with a sample of 2 classes with each class totaling 35 students. This research is a type of experimental research all with a 2 × 2 factorial design. The results showed that there is an effect of the learning model on the students 'mathematical representation ability, where the jigsaw cooperative learning model has a 9.1% higher effect on students' mathematical representation abilities than the expository learning model, there is an effect of initial mathematical ability on students 'mathematical representation abilities, where the high initial mathematical ability of students has an 11.5% higher effect on students' mathematical representation abilities compared to low initial mathematical abilities, there is no interaction between the learning model and the students 'mathematical initial ability to the students' mathematical representation ability.

Komparasi Model Problem Based Learning Dan Discovery Learning Terhadap Hasil Belajar Ditinjau Dari Kemampuan Awal

This study aims to determine: (1) Is there a difference in influence between the Problem based learning and Discovery learning models on student learning outcomes (2) Are there differences in influence between students with high initial ability and low initial ability towards learning outcomes (3) Are there interactions between the Problem based learning and Discovery learning learning models with initial abilities towards learning outcomes? This study aims to examine the comparative learning model of problem based learning and discovery learning towards learning outcomes in terms of ability early. This study used an experimental method with the only group posttest design and factorial design with population of the whole MIPA class XI and sampling using purposive sampling, the selected sample was XI-MIPA 1 and XI MIPA 4. The instrument used was an initial ability test and a learning achievement test. The results of this study indicate that: (1) There is a significant difference in influence between problem based learning and discovery learning models on learning outcomes with a value of sig * 0,000 which means I± where I± = 0.05. DOI: 10.29408/kpj.v4i1.1718

Testing the influence of SDES instructional media on the results of cryptography learning

This study aims to examine the influence of Simplified Data Encryption System (SDES) Simulation to student learning outcome in Cryptography Lessons. The research employed quasy experiment. Data analisys to test SDES Simulation model was performed using ANAVA 2x2. The U-Mann Whitney Test chosen to examine differences in student learning outcome of treatment groups and control groups. While the effectiveness of the media is determined by differences in student learning outcomes between the Pre Test and Post Test results in the two groups.Test results show that: (1) There is a difference between the treatment group and the control group this is indicated from U-Mann Whitney Testresult (Ucount = 15< Utable = 23; α = 0.05, it means there is difference of student student learning outcome given by DES simulation media with students who are given learning with Power Points Media. (2) There is a difference of the kiptography student learning outcome for the students with the high initial ability between the treatment group and the control group. The test result is Ucount=0,5<Utable= 2; at α = 0.05). (3) There is no difference in student learning outcome for low initial ability student groups using of Simulation Media the DES, with high ability students group using Power Points Media, statistical test results show (U count =11 > U table =2); at α = 0.05). This study concludes that using U-Mann Whitney can be proven that SDES that have been developed are effective for improving student learning outcomes in Kiptography lessons.

Pengaruh Strategi Metakognitif Dan Kemampuan Awal Terhadap Kemampuan Penalaran Matematis Siswa

This study aims to investigate whether there are differences in mathematical reasoning abilities of students who follow the metacogynitive strategy of problem solving with students who participate in repeating metacognitive learning, see whether there is an interaction between metacognitive strategies and students' initial ability to influence mathematical reasoning abilities and know whether there are differences in mathematical reasoning ability between students who have high and low initial abilities. This research is a Quasi Experimental study with posttest-only design in two Madrasah Tsanawiyah schools in Tangerang District with the same initial ability. The number of samples taken by cluster random sampling is class VII MTs. Daar El Qolam 1 and VII MTs. Daar El Qolam 4 as many as 128 students. The results of the study: 1) there are differences in mathematical reasoning ability between students who take learning problem-solving metacognitive strategies and students who take metacognitive learning to repeat, 2) there is an interaction between metacognitive strategies and students 'initial ability to influence students' mathematical reasoning abilities, (3) For students the initial ability is high, the reasoning abilities that learn to use problem solving strategies are lower than those that learn by using a repeating strategy (4) For students who have low initial abilities, the reasoning abilities that learn to use problem solving strategies are lower than those who learn by using a repeating strategy.

PEMBELAJARAN KIMIA MENGGUNAKAN REAL-LAB DAN VIRTUAL-LAB DITINJAU DARI KEMAMPUAN AWAL TERHADAP HASIL BELAJAR LAJU REAKSI

The objective of this research is to determine the differences and interactions of student learning outcomes with real laboratories and virtual laboratories using the Guided Inquiry model. This research uses an experimental method with a 2x2 factorial design. Samples were taken by purposive sampling. Data collection using test techniques for cognitive achievement. The data analysis technique uses two-way ANAVA technique. The research results by media factors (A) known Fhit>Ftable (48.37>4.08) then Ho is rejected means that there are differences in student learning outcomes with real laboratories and virtual laboratories using Guided Inquiry models. In the initial ability factor (B) known Fhit>Ftable (14.61>4.08) then Ho is rejected means that there are differences in learning outcomes of students with high and low initial ability. In the interaction (AxB) it is known that Fhit>Ftable (33.9>4.08) then Ho is rejected, meaning there is an interaction between students with real laboratories and virtual laboratory with different initial abilities towards learning outcomes.

PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII MTsN 12 PESISIR SELATAN

The ability to understand mathematical concepts of grade VII students at MTsN 12 Pesisir Selatan has not been satisfactory. Learning that does not provide a memorable learning process and does not involve students in the discovery of mathematical concepts makes the concept only memorized without deep understanding. Discovery learning can facilitate and build students' understanding of mathematical concepts. The purpose of this study was to determine the effect of discovery learning on the ability to understand mathematical concepts of Grade VII students of MTsN 12 Pesisir Selatan based on students' initial abilities. The study population was students of class VII MTsN 12 Pesisir Selatan in the 2017/2018 school year, with the sample of the study being randomly selected, namely class VI.4 students as the experimental class and VII.1 as the control class. This type of research is Quasi Exspriment. The research data were obtained from the results of the initial ability test and the mathematical concept understanding test given after the experiment was carried out. Data analysis using t test. The results of the analysis show that: 1) The ability to understand mathematical concepts of students with high initial ability who are taught discovery learning models is better than students who are taught with conventional learning, 2) The ability to understand mathematical concepts of students with low initial ability who are taught discovery learning models are better than students who are taught with conventional learning. Bacer, F, K. 2004. Hands On Math Learning Addition and Subtration Through Manipulative Activities 2nd. Victoria: Trafford. Brenner. 1999. Cross National Comparison of Representation Competence Journal for Research In Mathematics Education. Hosnan. 2016. Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 2. Bogor: Ghalia Indonesia. Hendriana. H, Rahaeti, E. & Soemamrmo. 2017. Hard Skill dan Soft Skill Matematik Siswa. Bandung: Refika Aditama. Lee, C. 2006. Language for Learning Mathematics: Assessment for Learning in Practice . New York, NY: Open University Press. Kurniasih, Imas& Sani, Berlin. 2014. Implementasi Kurikulum 2013 Konsep dan Penerapan. Surabaya: Kata Pena. Marzano. 2014. Ilmu Seni Pengajaran. Bandung: Alfabeta. Nasution. 2005. Landasan Matematika. Jakarta. Bharata Aksara. Syafti. O, Sefrinal. 2017. Eksperimentasi model pembelajaran kooperatif tipe STAD melaui teknik Hands On Mathematic terhadap kemampuan pemahaman konsep matematis siswa kelas VIII MTsN Balai Selasa. Jurnal Kepemimpinan dan Pengurusan Sekolah , Vol 2 (2), 183-190. https://ejurnal.stkip-pessel.ac.id/index.php/kp

Mathematical critical thinking ability of students with realistic mathematics learning innovations with ethnomathematics (PMRE)

The importance of critical thinking ability is on the demands with the current curriculum which wants students to have the ability to analyze and solve problems, especially in everyday life. However, this ability is still not explored maximally by the teacher in classroom learning. Therefore, this study examines the improvement of critical thinking ability among students who obtained the PMRE approach with students who obtained conventional learning, reviewed as a whole and reviewed according to the high, medium and low mathematical initial ability categories. This research is a quasi-experimental study with nonequivalentpre-test and post-test control-group design. The data obtained were analyzed using the mean difference test namely t-test and mann-whitney. The results showed that: 1) the improvement of critical thinking skills of students who received PMRE approach as a whole was better than students who obtained conventional learning with a moderate category 2) reviewed from mathematical initial ability, increased critical thinking skills of students in the medium category who were getting PMRE learning more better than students who get conventional learning, while for high and low students who get PMRE learning is no better than students who get conventional learning.

The Effect of Cooperative Learning Type Student Teams Achievement Division (STAD) on Understanding Mathematical Concepts in Class VIII Students of MTs N Pekanbaru

This study starts from the problem of the low understanding of the mathematical concepts of MTs N Pekanbaru students. This can be seen in the results of tests of understanding mathematical concepts obtained by students. To overcome this problem, STAD type cooperative learning is used. The purpose of this study was to determine the effect of the STAD type cooperative learning model on understanding the mathematical concepts of class VIII MTs N Pekanbaru students. This type of research is Quasi Experiment. The population in this study were Pekanbaru MTs N students. The sample in this study was class VIII MTs Simpang Tiga Pekanbaru as an experimental class and class VIII MTs N Muara Fajar Pekanbaru as a control class randomly selected. The instrument used is a written test regarding understanding students' mathematical concepts. The data obtained were analyzed using the t test, Mann-Whitney U test. The results showed that (1) understanding of mathematical concepts students taught by STAD type cooperative learning was higher than students who were taught using conventional learning, (2) understanding students' mathematical concepts high initial ability taught by STAD type cooperative learning is higher than high initial capable students taught with conventional learning, and (3) understanding mathematical concepts of low initial ability students taught by STAD type cooperative learning is higher than low initial ability students taught with conventional learning.

The influence of contextual approach to students’ problem solving Ability of class ix of smp negeri 1 bayang

The purpose of this study was to investigate the effect of student’s problem solving abilities with contextual approaches. Student’sproblem solving ability is still low because the teacher does not associate mathematics material with student's real world situations. In addition, students are also less active especially to find mathematical concepts. To overcome this problem, a Contextual Approach was applied in mathematics learning. This research is a quasi-experimental research using a quantitative approach. The research population was students of grade IX students at SMPN 1 Bayang. The used technique for sampling is random sampling. The research sample was of class IX.2 as an experimental class and class IX.3 as a control class. The used instrument was a problem solving ability test and questionnaire. Data obtained through tests were analyzed using two-way variance analysis. The results showed that the average test scores of student’s problem solving ability in experimental class was higher than the control class for high and low initial abilities. It can be concluded that problem solving abilities can be improved by using contextual learning.

Pengaruh Model Problem Based Learning (PBL) terhadap Peningkatan Kemampuan Koneksi Matematis Siswa

This study aimsto analyze the effect of PBL and direct learning model towards improvement of mathematical connection ability, anlysed based on the initial mathematics ability of senior high school students at North Bekasi. This is a quasi experiment research. The treatment of PBL model was applied to the experiment class, while the controling class applied a direct learning model. The population of this study was the students of SMA Negeri 4 Kota Bekasi grade XI IPA academic year 2016/2017 whic was a normal population consisting of homogenous students. The instruments used consisted of mathematical connection ability test, initial mathematical ability test. Prior to the aplication, the instrument has passed the test of content validity, construct validity, and empirical validity. Data analysis was done using two-way Anava test and t-test. Based on the research results, it is found that: (1) improvement of student’s mathematical connection ability given PBL model treatment is higher than those direct instruction models was applied. (2) there is an interaction between the learning model and the initial mathematical ability to improve students' mathematical connection ability. (3) the improvement of mathematical connection ability of students with high mathematics initial ability to whom PBL model was applied is higher compared to students who got direct learning model treatment.

The Profile of Junior High School Students’ Mathematical Creative Thinking Skills in Solving Problem through Contextual Teaching

The purpose of this study was to describe the profile of students’ mathematical creative thinking skills in solving problems through contextual learning based on high, medium, or low initial abilities. The method used in this study is descriptive qualitative. There were 6 research subjects of junior high school students in the border area of Malang and Blitar Regencies. Data collection was done by observation, tests, and interviews. The results of this study are (1) High-ability students can fulfill three indicators; those are fluency, flexibility, and novelty according to the material, so that they are in the very creative category. There are high ability students who fulfill two indicators; those are fluency and flexibility well based on the material, so that they are in the creative category. (2) Middle-ability students can fulfill an indicator namely flexibility according to the material, so that they are in the category of quite creative. (3) Low ability students can fulfill two indicators, namely fluency and flexibility well based on the material, so that they are in the creative category. (4) The profile of students’ mathematical creative thinking skill in solving problems through contextual learning based on early mathematical abilities was different. The profile of students’ creative thinking skills is expected to be a teacher’s reference to determine appropriate assignments and assessments to be given to students.

Inquiry-Scaffolding Learning Model: Its Effect on Critical Thinking Skills and Conceptual Understanding

This study aimed to examine the effect of inquiry-scaffolding on critical thinking skills and conceptual understanding. The research design used was a mixed-method embedded experimental model. The samples were 64 students. Two-way ANOVA test results for critical thinking skills and conceptual understanding are the same, where the significance value of the learning model = 0.00 (smaller than the alpha value of 0.05). It means that there are differences in critical thinking skills and conceptual understanding of students who learn by inquiry-scaffolding models ( IS) with conventional models. The interaction value between the learning model and the initial ability to critical thinking skills (CTS) is 0.502, while the conceptual understanding is 0.788. It means that there is no interaction between the learning model and the initial ability to CTS, or conceptual understanding. The results of advanced tests with the Tukey test prove that CTS and the conceptual understanding of students with high ability who experience learning with IS are higher than students with high ability in conventional learning. The same thing also applies to students with low initial ability. Thus, it was concluded that the learning model with an inquiry-based scaffolding technique was superior in improving CTS and conceptual understanding, on students with high and low initial abilities. Therefore, this technique can be used in other learning by using different moderator variables

Capability of mathematical strategic thinking through quantum learning based on creative problem solving

The object of this research is to study the quality of quantum learning based on creative problem solving concerning about an enhancement of mathematical strategic thinking of senior high school students. This research is focusing on each level of students’ initial ability of mathematics (high, middle, low) between the students who acquired quantum learning based on creative problem solving and those who have received expository learning. The author used quasi-experimental method with pre-test and post-test control group design to conduct this research. And also, its population are senior high school students class X in SMAN 10 Bogor. The results showed that students with high initial mathematical abilities and through quantum based creative problem solving (QBCPS) learning had a higher improvement in mathematical strategic thinking ability than students who received expository (EPSTR) learning.

PENGGUNAAN MICROSOFT MATH 4.0 UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK

This study aims to improve students' understanding of mathematical concepts through the use of Ms Math 4.0 software in the learning process. This research was conducted using a quasi-experimental method with a quantitative approach. There are two sample groups in this study: the experimental group which was carried out using Ms Math 4.0 and the control group with conventional learning. The method used is quasi-experimental using the Mann Whitney U test for data analysis. From the analysis results obtained: 1) Understanding the concept of students who learn by using Ms Math 4.0 software is higher than those who do not use software; 2) Understanding the concept of students with high, medium and low initial ability who learn by using Ms Math 4.0 software is higher than students who study with conventional learning.

Perbedaan Berpikir Kritis Antara Siswa Yang Diajar Dengan Menggunakan Bahan Ajar LKS Berbasis Model Berpikir Induktif dan Model Induktif Kata Bergambar Pada Mata Pelajaran IPA Kelas IV SDM di Kota Bengkulu

This study aims to determine differences in students' critical thinking by using science-based LKS teaching materials based on inductive thinking models with Inductive Word Pictorial models in class IV SDM II of Bengkulu City, critical thinking differences from groups of students with high initial ability using teaching materials based on science-based LKS inductive thinking with the pictorial word Inductive model in class IV SDM II Bengkulu City, the difference in critical thinking from the group of students with low initial ability by using science teaching material based on inductive thinking models with the Inductive Word Pictorial model in class IV SDM II Bengkulu City, the interaction between learning model and the initial ability to think critically in class IV SDM II Bengkulu City. This study uses a quantitative approach to the type of quasi-experimental research. The subjects of this study were HR II students, totaling 40 students. Data collection was performed using essay tests. The results showed 1) Overall there were differences in students' critical thinking between those taught by using teaching materials for science subjects based on the learning model of inductive thinking and based on the pictorial model of pictorial words. . 2) there is a difference in the critical thinking of students with high initial ability between those taught by using teaching materials for science subjects based on inductive thinking learning models and based on the pictorial model of pictorial words. 3) there is no difference in the critical thinking of students with low initial ability between those taught by using teaching materials based on natural science learning models based on inductive thinking models and based on the pictorial model of pictorial words. students in science subjects at SD Muhammadiyah II Bengkulu city.

The Effect of The Realistic Mathematics Education (RME) Approach and The Initial Ability of Students on The Ability of Student Mathematical Connection

This study aims to determine the effect of the Realistic Mathematics Education (RME) approach and students' initial ability to mathematical connection skills of students in grade III of elementary school. The method used is the experimental method with 2x2 treatment by level design with 30 samples. Data analysis using two-way analysis of variance and followed by the Tukey test for the significance level α = 0.05. Test the normality of the data using the Lilliefors test and homogeneity test using the Bartlett test. The results of the study show that: 1). Mathematical connection skills in students taught by the Realistic Mathematics Education (RME) approach are higher than students taught by conventional approaches. 2). There is an interaction between the use of the learning approach and the students 'initial ability to students' mathematical connection skills. 3).Ability of mathematical connection of elementary school students between students who study using the Realistic Mathematics Education (RME) approach that has a high initial ability higher than students who learn by using a conventional approach that has high initial abilities. 4) The mathematical connection ability of elementary school students between students who study with the Realistic Mathematics Education (RME) approach that has low initial abilities is higher than students who learn with conventional approaches that have low initial abilities.

VOCATIONAL SCHOOL STUDENTS' MATHEMATICAL CONNECTIONS IN COOPERATIVE LEARNING WITH OPEN ENDED APPROACH

This study aims to compare the mathematical connection abilities of students who take cooperative learning with the Open-Ended approach with students' mathematical connection skills who follow learning with conventional approaches. This research is a quasi-experimental study with the design of posttest only control group design. The population is all students of class X SMK Aloysius Ruteng with the number of students. Sampling is done using random sampling techniques, with the first class equivalence test. Data on students' mathematical connection abilities were collected using tests and interviews. Test in the form of a description question. Data were analyzed using t-test. The results of the analysis show that thitung = 4.645 and ttable = 1.999 at the level of significance and degrees of freedom dk = n1 + n1 - 2. Because tcount t table H0 is rejected and H1 is accepted which means that students' mathematical connection ability that follows cooperative learning with an open-ended approach is more better than students' mathematical connection skills that follow a conventional learning approach. In students who have a high initial ability to give treatment does not significantly affect the increase in the average value of students' mathematical connection abilities. In students who have the initial ability to be given treatment, it is quite significant in increasing the average value of mathematical connection abilities, while in students who have a low initial ability to give treatment does not affect the increase in the average value of mathematical connection abilities.

Reed rootfelt for constructed wetlands

The resources of lakes' overgrowth biomass increases in result of eutrofication process inmore than 2000 lakes in Latvia. Usage of lake reed rootfelt for filling of constructed wetlandscan improve leachate treatment at a beginning period of operation and especially applicable intreatment plants with limited area. Physical and chemical properties of Reed rootfelt of lakeZebras were investigated to evaluate possibilities for rootfelt usage in constructed wetlands.The Reed rootfelt coalesces with the ground in coastal zone and is floating in the deeper areasof lake. Thickness of floating reed rootfelt layer varies from 0.25 to 0.8 m. Density (withoutgravitational water) of reed rootfelt varies from 550 kg/ml at a surface to 1058 kg/m' indeeper layers if the rootfelt coalesces with ground. Investigated average density is 505 kg/mland 814 kg/ml for floated overgrowth and rootfelt coalesced with ground respectively. Themoisture content (without gravitational water, dry basis) of freshly removed floated rootfeltchanges from 523 % at a surface to 706 % in deeper layer. If rootfelt was dried and moistenedonce more, moisture content remain practically same at a surface (498 %) and decreases 3times in deeper layer (226 %). Investigated average organic matter content were 77 % forfloating rootfelt and 49 % for rootfelt coalescing with ground. The specific energy of rootfeltcutting is 8,6 kJ/m2 for oscillating saw, 18.1 kJ/m2 for vertical blade and IO kJ/m2 for bladesloped in 45°. Acceptable technology for rootfelt removal includes partitioning of overgrowthin pieces and/or layers by manually operated or powered cutters and floating of pieces ofrootfelt to coastal stockpile. Pre-treatment of rootfelt includes washing out of inorganicsediments, draining of the excess (gravitational) water and drying slightly only, to preservegrowing ability of rootfelt. Thickness of rootfelt pieces can be increased for filling of areaclose to inlets in constructed wetlands to provide additional structure for enchancedflocculation and sedimentation. Methods of rootfelt pieces removal, handling andtransportation avoid destruction of removed biomass and ensure high initial growing ability.