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Fredi Ganda Putra
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Journal of Advanced Sciences and Mathematics Education
Published by Foundation of Advanced Education
ISSN : 27989852     EISSN : 27981606     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Mathematics Physics Social Sciences
Journal of Advanced Sciences and Mathematics Education [e-ISSN: 2798-1606] is a journal published by the Foundation of Advanced Education. Journal of Advanced Science and Mathematics Education is a communication medium used by researchers, lecturers, teachers, practitioners, and students to convey the results of studies and research results that are prioritized in the fields of science and mathematics education, including the development of science and mathematics evaluation instruments, development of learning media Science and mathematics, development of science and mathematics learning models, and ethnoscience and ethnomathematics in learning. Journal of Advanced Sciences and Mathematics Education was first published in 2021 and periodically published 2 (two) times a year, namely in June and December. Manuscripts published are original manuscripts, that have not been published in other publications.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education" : 5 Documents clear
The MASTER (motivating, acquiring, searching, triggering, exhibiting, reflecting) learning model based on edutainment and motivation: Impact and interaction on mathematical connections skills Suparti Suparti; Netriwati Netriwati
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.559 KB) | DOI: 10.58524/jasme.v1i1.5

Abstract

This study aimed to determine 1) the influence application of the MASTER learning model (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) based on Edutainment on students' mathematical connection skills in terms of learning motivation; 2) the influence of students' learning motivation on mathematical connection skills; and 3) the interaction between the groups of learning models (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on students' mathematical connection skills. A quantitative research method with a quasi-experimental design was used in this study. The sample of the study was determined using cluster random sampling. The hypothesis was tested using two ways analysis of variance of unequal cells, provided that the data must be normally distributed and homogeneous. The results of the study show that 1) there was an influence of the MASTER learning model based on Edutainment on mathematical connection skills; 2) there was an influence of learning motivation on mathematical connection skills; and (3) there was no interaction between the groups of learning model (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on mathematical connection skills.
POGIL (process oriented guided inquiry learning) learning model: How does it influence students' observation skills and scientific attitudes? Fira Fitria; Nur Hidayah
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.368 KB) | DOI: 10.58524/jasme.v1i1.6

Abstract

Poor observation skills and scientific attitudes are important factors to note. One of the external factors affecting the problems is the lack of innovative learning models used by teachers. The Process Oriented Guided Inquiry Learning (POGIL) learning model is one of the models that can be used to solve this problem. This research aimed to determine whether the POGIL learning model affects students' observation skills, scientific attitudes, and observation skills and scientific attitudes. The research method used was quasi-experimental with a posttest-only control group design. The research subjects were determined through cluster random sampling technique. The research instruments used were observation sheets and scientific attitudes questionnaires. The obtained data were analyzed using parametric statistics of Multivariate Analysis of Variance (MANOVA). The results showed that the POGIL learning model presented positive effects on 1) students' observation skills, 2) students' scientific attitudes, and 3) students' observation skills and scientific attitudes.
The effectiveness of contextual approach on students' comprehension ability Ngaderi Ngaderi; Mentari Eka Wahyuni
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.967 KB) | DOI: 10.58524/jasme.v1i1.12

Abstract

This study aimed to determine the effectiveness of the contextual approach in improving students' algebraic arithmetic operations. This research is a Classroom Action Research (CAR) conducted in two cycles with each cycle consisting of two meetings. Data collecting techniques conducted in each cycle were tests and observation. The data analysis was performed on students' learning outcomes and the results of observations. Based on the analysis performed in the first cycle, students had poor learning outcomes in algebraic arithmetic operations. After improvements were made in the second cycle, there was an increase in the students test results. Furthermore, the observations obtained a percentage increase in student activity between the first cycle and the second cycle. This study shows that the contextual approach is quite effective in improving the understanding of the seventh-grade students in algebraic arithmetic operations.
ARIAS (assurance, relevance, interest, assessment, and satisfaction) learning model and learning interest: How does it affect critical thinking? Wawan Wawan; Tubagus Pamungkas
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.4 KB) | DOI: 10.58524/jasme.v1i1.11

Abstract

This study aimed to determine whether 1) ARIAS learning model affected critical thinking skills; 2) students’ learning interest category (high, medium, and low) affected critical thinking skills; and 3) there is an interaction between the learning model groups and the learning interest groups on critical thinking skills. This research was a quasi-experimental research with a 2 X 3 factorial research design. The instruments used to collect the data were a critical thinking test and a learning interest questionnaire. The data analysis technique used in this research was the analysis of the two-way variance of two unequal cell paths. According to the results of research and discussion, it was found that 1) there was an effect of the ARIAS learning model on students’ critical thinking skills; 2) students’ learning interest did not affect their critical thinking skills; 3) there was no interaction between the ARIAS learning model and learning interest on critical thinking skills.
Problem-based learning (PBL) model: How does it influence metacognitive skills and independent learning? Vina Nopia Saputri; Aryani Dwi Kesumawardani
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.784 KB) | DOI: 10.58524/jasme.v1i1.18

Abstract

The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model.

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