29 research outputs found

    META-ANALYSIS OF COMPUTER-BASED MATHEMATICS LEARNING IN THE LAST DECADE SCOPUS DATABASE: TRENDS AND IMPLICATIONS

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    Computer-Based Mathematics Learning (CBML) has gone global in the last decade and is making a substantial impact for educational purposes. But the fact is that in the scientific literature, it is found that studies aimed at testing these theoretical assumptions have inconsistent results. In this regard, this meta-analysis was conducted to determine the effect of CBML and to analyze categorical variables to consider the implications. Data were retrieved from the Scopus database using Publish or Perish between 2010 and 2023. This study examined 29 independent samples from 28 eligible primary studies with 1179 subjects. The population estimate was based on a random effects model, and the CMA software was used as a calculation aid. The study's results provide an overall effect size of 1.03 (large effect). This indicates that applying CBML significantly affects students' mathematical abilities. The four categorical variables considered in the study are discussed to clarify research trends. Furthermore, the research implications are outlined and contribute to future CBML implementation arrangements

    Pengaruh Model Pembelajaran Problem Solving Berbantuan Geogebra Terhadap Kemampuan Pemecahan Masalah Matematika

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    Penelitian ini bertujuan untuk membandingkan kemampuan pemecahan masalah matematika siswa yang mengikuti model pembelajaran Problem solving berbantuan Geogebra dengan siswa yang mengikuti model pembelajaran konvensional. Penelitian ini menggunakan desain Posttest Only Control Group Design. Populasi yang digunakan adalah seluruh siswa kelas VIII SMP Negeri yang berjumlah 54 orang. Pengambilan sampel dilakukan dengan teknik sampling jenuh. Data dikumpulkan dengan teknik tes. Hasil penelitian menunjukkan kemampuan pemecahan masalah matematika siswa yang menggunakan model pembelajaran Problem Solving berbantuan geogebra lebih baik daripada siswa yang menggunakan model pembelajaran konvensiona

    PENDAMPINGAN GURU MATEMATIKA KELOMPOK SARAYA DALAM MENGEMBANGKAN PERANGKAT PEMBELAJARAN PERAGA DIGITAL

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    Abstrak: Bukti menunjukkan bahwa pengetahuan kontek teknologi para guru memiliki dampak pada niat mereka untuk menggunakannya di kelas. Musawarah Guru Mata Pelajaran (MGMP) SARAYA merupakan salah satu kelompok guru di Kecamatan Satarmese Kabupaten Manggarai NTT yang menyadari peran dan manfaat teknologi tetapi tidak memiliki pengetahuan yang memadai untuk menggunakannya dalam kelas. Untuk alasan tersebut maka kegiatan pengabdian kepada masyarakat ini akan mengajak 22 orang guru yang tergabung dalam MGMP SARAYA untuk menggunakan teknologi dan memiliki skill didaktis yang seimbang dalam memanfaatkannya. Untuk mencapai tujuan tersebut maka PKM ini fokus pada workshop pengembangan perangkat pembelajaran berbasis alat peraga digital selama dua pertemuan. Perangkat yang dikembangkan dibantu dengan visualisasi menggunakan alat peraga maya seperti geogebra, cabri, cabri express, dan g-skecth. Dari hasil analisis terhadap respon peserta, para guru menyadari kegunaan teknologi (90,2%) dan juga mereka meyakini teknologi dapat membantu para guru dalam pembelajaran (87,4%). Hasil analisis keseluruhan kegiatan menemukan bahwa perangkat pembelajaran yang dikembangkan dapat digunakan oleh guru dan berpotensi meningkatkan minat siswa dalam belajar matematika.Abstract: Evidence shows that teachers' contextual knowledge of technology has an impact on their intention to use it in the classroom. SARAYA's Subject Teacher Conference (MGMP) is a group of teachers in Satarmese District, Manggarai Regency, NTT who are aware of the role and benefits of technology but do not have sufficient knowledge to use it in class. For this reason, this community service activity will invite 22 teachers who are members of the SARAYA MGMP to use technology and have balanced didactic skills in utilizing it. To achieve this goal, this PKM focused on developing digital visual aids-based learning tools workshops for two meetings. The developed device is aided by visualization using virtual props such as Geogebra, Cabri, Cabri Express, and g-sketch. From the analysis of the participant's responses, teachers are aware of the usefulness of technology (90.2%) and they also believe technology can help teachers in learning (87.4%). The results of the analysis of the entire activity found that the learning tools developed could be used by teachers and had the potential to increase students' interest in learning mathematics

    A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches

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    Today, hundreds of studies on the technique known as Realistic Mathematics Education (RME) have been discovered. Numerous trials yielding contradicting results. The purpose of this meta-analysis is to ascertain the overall effect of RME and to examine the moderator variables in order to explore the consequences. The ERIC database, Sage publications, Springer publications, semantic scholars, and Google scholars were used to identify empirical data. The study examined 54 effect sizes from 38 individual studies conducted in the past two decades, involving 6140 participants. The estimation procedure was according to the random effects model, and statistical calculations were performed using the CMA program. According to the research findings, the study's overall effect size was 0.97. This suggests that implementing RME has a significant favourable influence on pupils' mathematical abilities. Moderator variables analysis shows that RME implementation would be more efficient when considering sample size, intervention length, learning mix, and education level. This finding contributes to the future implementation of RME to consider those variables that are shown to moderate the studies' effect sizes. Finally, comparisons of RME across countries and limitations of the study are discussed, providing vital information as a starting point for later studies and development of RME

    The Effect of Cabri Express in Geometry Learning on Students' Mathematical Communication Ability

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    Cabri is characterized by an attractive advantage and provides wide-ranging benefits in the teaching of mathematics. Although today there have been many studies on the edges of Cabri, experiments on Cabri-Express have not been widely explored. For this reason, a quasi-experimental study with a randomized posttest only design involving 80 grade VII junior high school students in Ruteng, Indonesia, was conducted to analyze the effect of Cabri-Express in learning geometry on students' overall mathematical communication ability (MCA) and based on students' initial mathematical abilities. The results of the MCA test are the research data, which consists of 5 questions that are then analyzed by t-test and preceded by conducting an analysis prerequisite test. The Hedges equation describes how much influence the Cabri-Express model has on students' MCA. The results showed that the overall MCA of students who were taught using the help of an Cabri-Express was better than students who were taught using the conventional model. From the Hedges equation, an effect size of 1.23 is obtained, indicating that the use of Cabri-Expresses strongly affects students' MCA. These results interpret that students who are ranked 13th in the experimental class are equivalent to those who are ranked 5th in the control class. By clarifying the effect of Cabri-Express on students' MCA, this study recommends the need to use Cabri-Express in mathematics classes. The analysis results can also help researchers explore other material in a relatable context

    Analisis Bibliometrik Penggunaan Geogebra dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Dekade Terakhir

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    Geogebra dicirikan oleh keunggulan visualisasi dan dinamis yang menarik serta memberikan manfaat yang luas terhadap kemampuan pemecahan masalah matematis siswa (KPMM). Saat ini telah banyak penelitian tentang pengaruh Geobera terhadap KPMM siswa.  Namun belum ada yang mereview lintasan studi terkait pengaruh Geogebra terhadap KPMM siswa. Untuk mengisi kesenjangan tersebut maka penelitian ini bertujuan untuk memberikan tinjauan bibliometrik dari 75 studi tentang pengaruh Geobera terhadap KPMM siswa dari database Google Scholar antara tahun 2010 dan 2022. Software publish or perish digunakan untuk menjaring data sedangkan aplikasi Vosviwer diterapkan untuk menganalisis data. Dengan menggunakan analisis deskriptif dan bibliometrik, penelitian ini membahas dua masalah penelitian sebagai berikut:         a) lintasan pertumbuhan studi terkait pengaruh Geobera terhadap KPMM siswa;  dan b) pemetaan studi untuk mengedentifikasi tema dan topik yang paling penting. Hasil analisis memperlihatkan bahwa lintasan studi terkait pengaruh Geobera terhadap KPMM siswa dimediasi oleh faktor covid-19. Beberapa topik yang jarang diteliti direkomendasikan untuk menjadi ide dasar dalam penelitian berikutnya. Temuan ini berkontribusi tidak hanya bagi peneliti pendidikan matematika tetapi juga bagi pemangku kepentingan lainnya, termasuk pembuat kebijakan pendidikan

    PLAY AND LEARN WITH KAHOOT!: INCREASE HIGH SCHOOL STUDENT ENGAGEMENT USING DIGITAL GAMES

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    Dalam literatur ada bukti bahwa transfer dari tatap muka ke pengajaran jarak jauh telah menghasilkan penurunan minat umum yang dapat dikurangi dengan melakukan Kahoot!. Namun hingga saat ini belum banyak penelitian yang secara khusus memperjelas peran Kahoot! pada pembelajaran tatap muka. Untuk itu, dilakukan penelitian quasi-experimental dengan rancangan randomized posttest only design yang melibatkan 75 siswa kelas VII SMP di Ruteng, Indonesia, dengan tujuan mendeskripsikan interaksi siswa dalam belajar matematika menggunakan Kahoot!. Hasil observasi keterlibatan siswa dalam belajar merupakan data penelitian yang kemudian dianalisis dengan uji-t dan didahului dengan melakukan uji prasyarat analisis. Hasil penelitian menunjukkan bahwa secara keseluruhan rerata keterlibaran dalam belajar matematika dari siswa yang diajar dengan mengintegrasikan game Kahoot! lebih tinggi dari siswa yang diajar menggunakan model konvensional. Dengan memperjelas peran pembelajaran berbasis game Kahoot! dalam meningkatkan keterlibatan siswa, penelitian ini sebagai titik awal dalam mengembangkan pembelajaran berbasis game menggunakan Kahoot! di kelas matematika. Ini berkontribusi pada pentingnya para guru mendesain dan menilai menggunakan Kahoot! Hasil analisis juga dapat menginspirasi para peneliti mengeksplorasi materi lain menggunakan Kahoot! penelitian ini sebagai titik awal dalam mengembangkan pembelajaran berbasis game menggunakan Kahoot! di kelas matematika. Ini berkontribusi pada pentingnya para guru mendesain dan menilai menggunakan Kahoot! Hasil analisis juga dapat menginspirasi para peneliti mengeksplorasi materi lain menggunakan Kahoot! penelitian ini sebagai titik awal dalam mengembangkan pembelajaran berbasis game menggunakan Kahoot! di kelas matematika. Ini berkontribusi pada pentingnya para guru mendesain dan menilai menggunakan Kahoot! Hasil analisis juga dapat menginspirasi para peneliti mengeksplorasi materi lain menggunakan Kahoot!In the literature, there is evidence that the transfer from face-to-face to distance teaching has resulted in a decline in the general interest that can be reduced by doing Kahoot!. However, until now, there have not been many studies that specifically clarify the role of Kahoot! in face-to-face learning. For this reason, a quasi-experimental study was conducted with a randomized posttest-only design involving 75 seventh-grade students of a junior high school in Ruteng, Indonesia, with the aim of describing students' involvement in learning mathematics using Kahoot!. The results of observations of student involvement in learning are research data which are then analyzed by t-test and preceded by conducting analysis prerequisite tests. The results showed that the overall average involvement in learning mathematics of students who were taught by integrating the game Kahoot! Higher than students who were taught using the conventional model. By clarifying the role of game-based learning, Kahoot! In increasing student engagement, this research is a starting point in developing game-based learning using Kahoot! in math class. This contributes to the importance of teachers designing quizzes and learning assessments using Kahoot!. The analysis results can also inspire researchers to explore other materials using Kahoot!

    Pendampingan guru matematika pada kelompok Sinar Harapan dalam menggunakan geogebra terintegrasi kearifan lokal

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    Abstrak: Perhatian untuk mengintegrasikan etnomatematika dan teknologi software matematika dalam pembelajaran telah memberikan transformasi besar dalam lanskap pendidikan matematika. Integrasi tersebut terbukti memberikan dampak yang besar terhadap kemampuan matematis siswa. Namun kenyataannya para guru matematika di Kecamatan Langke Rembong Manggarai NTT Indonesia belum memiliki ketrampilan yang memadai dalam mengitegrasikan etnomatematika dan teknologi software matematika seperti geogebra dalam pembelajaran. Oleh karena itu, tujuan dilaksanakannya kegiatan pengabdian ini adalah untuk meningkatkan softskill dan hardskill para guru matematika terkait pengembangan bahan ajar terintegrasi etnomatematika berbantu geogebra, serta memberikan pelatihan dalam mengembangkan lembar kerja siswa berbasis geobera. Metode pelaksanaan kegiatan adalah dalam bentuk workshop dengan mengunakan pendekatan synchronous dan asynchronous. Evaluasi dan monitoring melalui Learning Management System (LMS) selama enam pertemuan. Hasil kegiatan ini memberikan peluang kepada para guru untuk mengintegrasikan etnomatematika dan teknologi ke dalam kelas sehingga berkontribusi pada peningkatan kemampuan matematis siswa.Abstract: The attention to integrating ethnomathematics and mathematics software technology in learning has provided a major transformation in the landscape of mathematics education. This integration is proven to have a big impact on students' mathematical abilities. However, the reality is that mathematics teachers in Langke Rembong Manggarai District, NTT Indonesia, do not yet have adequate skills in integrating ethnomathematics and mathematics software technology such as GeoGebra in learning. Therefore, the purpose of this service activity is to improve the soft skills and hard skills of mathematics teachers related to the development of GeoGebra-assisted integrated teaching materials, as well as to provide training in developing GeoGebra-based student worksheets. The method of implementing the activities is a workshop using a synchronous and asynchronous approach. Evaluation and monitoring through the Learning Management System (LMS) for six meetings. The results of this activity provide opportunities for teachers to integrate ethnomathematics and technology into the classroom so as to contribute to improving students' mathematical abilities
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