Dadang Juandi
Universitas Pendidikan Indonesia, Bandung, Indonesia

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Mathematics Achievement - Intelligence Quotient (IQ): A Study of Simple Relations in Class 10 High School Students Agus Hendriyanto; Dadang Juandi
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v12i2.67981

Abstract

This study aims to test whether students' mathematics achievement affects their Intelligence Quotient levels based on the correlation and regression. The sample of the study consisted of 81 new students from one Madrasah Aliyah in Surakarta City. The learning achievement data and IQ data were obtained from school documents. This study used a quantitative approach with a survey design. Data were analyzed using descriptive statistical analysis and inferential statistics covering prerequisite tests in the form of normality tests and linearity tests, classical assumption tests in the form of multicollinearity tests and heteroscedasticity tests, and hypothesis tests in the form of simple regression analysis. The results showed that the mean score of students' mathematics achievement was 45.78 with the smallest score of 8 and the highest score of 92. While the mean score of student's IQ was 112.43 with the lowest score of 100 and the highest score of 126. The test results showed that students' mathematics achievement affected their IQ level with the regression equation of Y=107.739+0.103X indicating that for every 1% addition of math achievement scores, the IQ score will increase by 0.103. Therefore, it can be said that when students' mathematics achievement increases, their IQ will also increase. The influence of students' mathematics achievement on IQ is 16% with a correlation value of 0.4. 
THE EFFECT OF IMPLEMENTATION DIFFERENTIATED INSTRUCTION FOR ENHANCING MATHEMATICAL COMPETENCE IN THE LAST DECADE Peni Anggareni; Dadang Juandi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6665

Abstract

The objective of this research is to describe the effect of implementation Differentiated Instruction (DI) for enhancing mathematical competence in the last decade of primary, secondary, and high/vocational school students. The study method is a Systematic Literature Review (SLR). The dataset comprised 15 articles focusing on the effect of DI on enhancing mathematical competence. The samples were extracted from published indexed which published between 2013 and 2022. The focus of this study is to describe the impact of Implementation DI for enhancing mathematical competence in the last decade, in terms of research period, academic level, sample size, mathematics content, the authors' geographical distribution., and research methodologies. By employing SLR, over the decade, the number of studies increased., except 2019-2020, the most of the studies were conducted on secondary school students, most of the subjects with 30 or more, the most content mathematics were geometry, the most empirical investigations were Indonesia and Philippines, and the most research methodologies conducted by quasi experiment. In accordance with a full-text analysis of 15 published papers, DI potentially could improve mathematical competence, especially achievement and performance, but only a few articles that discuss problem solving, understanding, creative thinking, critical thinking, and mathematics connection.