ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Students&apos; Mathematical Communication Skills through Learning Start Learning Models with a Question on Pythagoras
Author: Nuraina
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics Skills,Communication Skills,Comparative Analysis,Models,Teaching Methods,Learning Processes,Teacher Education Programs,Pretests Posttests,College Students,College Faculty,Questioning Techniques,Foreign Countries

This type of research is quasi-experimental. This study examines the Learning Start with a Question (LSQ) model in improving students' mathematical communication skills through the learning module. The population in this study were all students of mathematics education from the Teaching and Education Faculty, from semester V with the sample being students of class A1 and class A2. This study was divided into two learning groups, namely the experimental group by applying the Learning Start Learning Model with a Question (LSQ) and the control group with conventional learning. Based on the results of calculations using the t-test at the significance level a = 0.05 obtained a t[subscript test] of 4.64 with a significance value of 0.003, while the t[subscript table] of 1.76. Because t[subscript count] &gt; t[subscript table] (4.64 &gt; 1.76) and significance &lt; 0.05 (0.003 &lt; 0.05). It can be concluded that increasing students' mathematical communication skills by applying the Learning Start Learning Model with a Question (LSQ) and using the learning module is better than the mathematical communication skills of students who obtain conventional learning without learning modules
Using of Wingeom Software in Geometry Learning to Improving the of Mathematical Representation Ability
Author: Fonna, Mutia
Date: 2018-10-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Computer Software,Teaching Methods,Difficulty Level,Teacher Education Programs,Comparative Analysis,Validity,Reliability,Instructional Effectiveness,Foreign Countries

The purpose of this study was to determine the use of Wingeom software in geometry learning in the Department of Mathematics Education. This type of research is quasi-experimental. This study examines the use of Wingeom software in geometry learning in the Department of Mathematics Education. The population in this study were all students of the Department of Mathematics Education under the Faculty Education and Teacher Training, Universitas Malikussaleh, and the samples were students of class A1 and class A2. The study was divided into two learning groups, namely the experimental group with the use of Wingeom Software and the control group with ordinary learning. This study begins with an instrument test which shows that (1) Validity indicates that the results are significant, (2) Very high reliability, (3) Good distinguishing power and (4) Moderate difficulty level. To test of homogeneity and normality that the data is homogeneous and normal. Based on the results of calculations using the t test at the significance level a = 0.05, obtained t[subscript count] of 4.59 with a significance value of 0.003 while the table of 1.68. Because t[subscript count]&gt; t[subscript table] (3.127&gt; 1.68) and significance &lt;0.05 (0.003 &lt;0.05). Then it can be concluded that the increase in the ability of mathematical representation of students who get learning with the use of Wingeom software is better than the ability of mathematical representation of students who get ordinary learning without Wingeom software.
Relationship between Cognitive Style and Habits of Mind
Author: Nufus, Hayatun
Date: 2019-05-00
Type: Journal Articles
Subjects: Cognitive Style,Thinking Skills,Mathematics Skills,College Students,Foreign Countries,Correlation,Scores

This research is a correlational study that examines the relationship between cognitive style and habits of mind. The research subjects involved 4th semester students in the Department of Mathematics Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau which consisted of students with heterogeneous academic abilities. Cognitive style data was collected using the GEFT question instrument with test techniques. Habits of mind data were collected using a questionnaire instrument with a questionnaire distribution technique. The data analysis technique begins with the Pearson Product Moment correlation test which is continued with the significance test and the calculation of the magnitude of the relationship that occurs using the coefficient of determination. Because the data is positively correlated, it continues with determining the linear regression equation. The results showed that there was a significant weak correlation between cognitive style and habits of mind with a relationship score of 6% and a linear regression equation y '= 36.35 + 0.31 x.
The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence
Author: Saputra, Eri
Date: 2019-10-00
Type: Journal Articles
Subjects: Mathematics Materials,Material Development,Computer Software,Independent Study,Architectural Education,Engineering Education,Foreign Countries,Educational Media,Mathematics Instruction,Geometry,Algebra,Instructional Effectiveness,Student Attitudes,College Students,Animation

Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student's independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instruments. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University.
Students&apos; Thinking Process in Solving Mathematical Problems in Build Flat Side Spaces of Material Reviewed from Adversity Quotient
Author: Sari, Indra
Date: 2019-10-00
Type: Journal Articles
Subjects: Thinking Skills,Problem Solving,Mathematics Skills,Learning Strategies,Foreign Countries,Secondary School Students,Computation

Mathematical achievement in problem solving is not yet as expected. This is due to strategies that have not accommodated the situation of students. Adversity quotient is the state of the student who needs to get the attention of the teacher so that the learning strategy is expected to be appropriate. This research aims to describe the thinking process of MTs Darul Hikmah students in solving mathematical problems in build side spaces of material reviewed from adversity quotient. This research is in the form of qualitative. The subject selection was done by giving questionnaires to class VIII MTsS Darul Hikmah students and obtained by each one person from each adversity quotient group. The subjects in this study amounted to two students. Data collection is done through tests and interviews, while data analysis uses qualitative data analysis techniques, namely data reduction, data display and conclusions from each adversity quotient group. The results showed that no class VIII students entered the quitters group and the results of the study also showed that class VIII students consisted of climbers and campers. The process of thinking of MTsS Darul Hikmah students based on adversity quotient varied: students in the climbers category namely 3 of 53 students had conceptual thinking processes, while students in the campers category were 27 of 53 students did not have conceptual, semiceptual, or computational thinking processes.
Hybrid Learning in Mathematics Learning: Experimental Study in SMA Negeri 1 Pekanbaru
Author: Zein, Mas'ud
Date: 2019-10-00
Type: Journal Articles
Subjects: Blended Learning,Mathematics Instruction,Instructional Effectiveness,Foreign Countries,Cooperative Learning,Conventional Instruction,High School Students,Electronic Learning,Outcomes of Education

The Indonesian government is trying to implement a learning process based on information and communication technology. However, there are still weaknesses in the use of the internet in the learning process among students. Therefore, this article aims to describe the activities of students during the implementation of hybrid learning in mathematics learning and find out the results of student learning in mathematics through the application of Hybrid Learning. The research method used in this article is a true experimental design with a research sample of SMA Negeri 1 Pekanbaru students, whose schools have easy internet access. To obtain primary data from the field, tests are used to measure student mathematics learning outcomes. After each data is collected and tabulated, the data will be analyzed using statistical parametric analysis with the t test using the help of SPSS Version 18.00. The results showed that there were differences in student learning outcomes between those studying with the Hybrid Cooperative Learning method and students learning with conventional methods in SMA Negeri 1 Pekanbaru. The difference is confirmed again by the mean value of the experimental class 34.55 while the mean control class is 31.35. The results of this calculation indicate that the ability of the experimental class students is better than the control class students. This means that the value of the experimental class is better.
The Effectiveness of Problem Based Learning Model with the Assistance of Animation Media on Tetragon Material to the Students Mathematic Learning Achievement of Grade VII SMP Negeri 5 Mandai
Author: Nasir, A. Muhajir
Date: 2019-05-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Teaching Methods,Animation,Technology Uses in Education,Geometric Concepts,Middle School Students,Foreign Countries,Mathematics Achievement,Scores

This research was an experimental research that aimed to know and measure the effectiveness of the application of Problem Based Learning model (PBL) with the assistance of animation media on tetragon material. This research type was quantitative research with one group pretest-posttest design. The population in this study was the students of class VII SMP Negeri 5 Mandai with a random sample of 28 students in an experimental class. Data collection using a test of learning achievement that has been validated by the expert. The data of this research were analyzed descriptively and inferential with normality test as prerequisite analysis test. The results of the data analysis showed that the average pre-test was 45,57 while the average post-test was 84,32. Average gain scores normalized 0,72 in the high category and normally distributed for learning achievement data. Based on the t-test obtained 0,000 &lt; a = 0,025 we could conclude that there was a significant increase. The post-test also showed that 26 out of 28 students (92,86%) have reached KKM score in mathematics in SMP Negeri 5 Mandai. The results of this study indicate that there was a significant improvement on the mathematics learning achievement of students after being taught with PBL model with the assistance of animation media on tetragon material.
Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior
Author: Sutherland, K. S.
Date: 2020-10-00
Type: Journal Articles
Subjects: Program Effectiveness,Outcomes of Education,Elementary School Students,Behavior Problems,Positive Behavior Supports,Behavior Disorders,Emotional Disturbances,At Risk Students,Academic Achievement,Teacher Student Relationship,Classroom Environment,Urban Schools,African American Students,Low Income Students,Screening Tests,Achievement Tests,Rating Scales,Measures (Individuals),Young Children

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher-student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher-student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.
Preschool Teachers&apos; Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry
Author: Kewalramani, Sarika
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Beliefs,Technology Integration,Preschool Children,Learner Engagement,Active Learning,Inquiry,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Affordances,Barriers,Preschool Education,Science Instruction,Hands on Science,Handheld Devices,Robotics

This paper presents findings from an on-going international study (Australia and Finland) of preschool teachers' beliefs and pedagogical practices in the integration of technology to engage young children in learning science. Scarcely used in early childhood education research, this study is framed using Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge (TPACK) theory. Case studies presented in this paper are undertaken with data collected from three preschools in Australia. Participant observation of teachers' (N = 7) and children's play experiences, and semi-structured interviews, revealed that teachers occasionally used iPads and some apps within their intentionally constructed science investigations, both for teacher-initiated research and for communicating with parents via children's journals. Teachers were not adverse to, but rather accepting of embedding technology as a pedagogical affordance and keen on planning for multimodal science-based experiences. The findings of this study imply the need for a pedagogical shift, wherein teachers' technological pedagogical knowledge improves in how and when to sensibly integrate technology for children's engagement in scientific inquiry, rather than relying on hands-on experiences alone. Implications lie in more closely aligning teachers' TPK and related practices with science content knowledge by co-researching together with children and foregrounding both teachers' and children's perspectives.
Effective Professional Development and Change in Practice: The Case of Queen Rania Teacher Academy Science Network
Author: Qablan, Ahmad Mohammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development,Program Effectiveness,Professional Continuing Education,Teacher Attitudes,Science Teachers,Instructional Improvement,Curriculum Implementation,Barriers,Formative Evaluation,Inservice Teacher Education,Science Instruction,Active Learning,Inquiry,Sustainability,Communities of Practice,Foreign Countries,Elementary Secondary Education,Networks

This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program's activities on teachers' instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating science teachers' reflections on a three-year journey of continuous professional development. Qualitative data collected in the form of participants' self-reflection and field notes from 18 male and female participating science teachers. Findings indicate that even with effective professional development, science teachers encounter diverse challenges to implement the reformed instructional practices in the classroom. Teachers need support, time and resources to succeed in implementing what they learned in their classrooms. Findings also revealed that professional development efforts need to reveal and address existing teachers' beliefs in order to be successful. Implications for future science continuous professional development efforts are discussed.
Heuristic Projects in Open Learning Environments: Time Phase in Individual and Collective Determinants
Author: Lin, Shinyi
Date: 2020-00-00
Type: Journal Articles
Subjects: Heuristics,Open Education,Graduate Students,Business Administration Education,Masters Theses,Foreign Countries,Communities of Practice,Self Efficacy,Active Learning,Student Projects,Goal Orientation,Writing Processes,Innovation,Faculty Advisers,Interpersonal Communication

Given the inquiry-based nature of research projects, this study aims to investigate how graduate students in business administration majors are being involved in developing, achieving, and completing their master theses. Taking into account of two perspectives including the individual factors and collective environment supported by ICTs, the research purpose is to explore the perception of diverse innovation and to validate its critical determinants while using cloud technologies to collaborate as the research premise. In such an open learning environment (OLE), we adopt a sequential research design to 288 management students of two management colleges in central Taiwan. The research participants were at their three phases, i.e., concept, intermediate, and closure, for their thesis projects. Based on the PLS-SEM analysis, the extent of being in community of practice (CoP) was validated statistically as a partial mediator in the two paths: between self-efficacy (SE) and immerse in knowledge ecology (KE), and between self-determination (SD) and KE. Similarly, the perception of individual self-efficacy (SE) identified as another partial mediator between SD and CoP. The differential effect resultant of the time phase on determinants and consequences is also examined. Regardless of the generalized caveats that result from using a non-randomized, regional sample pool, the contribution of this study remains its practical and academic implications in management education and knowledge ecology enhanced in the OLE.
Validation of Critical Thinking Test on Slovak Conditions
Author: Sustekova, Erika
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Tests,Test Validity,Test Reliability,Graduate Students,Undergraduate Students,Factor Analysis,Goodness of Fit,Foreign Countries,Student Attitudes,Test Construction

Critical Thinking is a generally recognized educational ideal at all levels of the educational process. This study validated the critical thinking test on Slovak conditions. Data were collected from 50 respondents studying at university. Bachelor's and Master's students from all grades, aged 21 to 36 (x = 23.00; SD = 2.84) were represented. Model fits, normality, reliability and exploratory factor analysis were used. The results showed that the critical thinking test is valid and reliable. The implications of the test for next using is discussed.
The Preparation of Secondary School Mathematics Teachers in South Africa: Prospective Teachers&apos; Student Level Disciplinary Content Knowledge
Author: Alex, Jogymol Kalariparampil
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Preservice Teacher Education,Knowledge Base for Teaching,Knowledge Level,Pretests Posttests,Money Management,Probability,Geometry,Trigonometry

Teachers' content knowledge impacts on what they teach, how they teach and what their students learn. In order to check whether the prospective teachers in a rural South African university know the mathematics content they are expected to teach in the schools, at least at the same depth as their future students expected to attain, the research on the Student-Level Disciplinary Content Knowledge (SLDCK) of a sample of 40 Bachelor of Education (Mathematics) students was conducted. The theoretical framework rests on theories on subject content knowledge of pre-service teachers. The data were generated from the performance of the prospective teachers in two tests on the selected topics in the South African senior secondary school mathematics curriculum and also from document analysis. It was found that the prospective teachers had only limited SLDCK on the topics that they were meant to teach in the schools. An in-depth analysis of the course modules offered at the university also revealed that the prospective teachers' limited SLDCK was due to the curriculum constraints of the university. Effective teaching measures to close the gap in the SLDCK and changes in the teacher training curriculum of the university are recommended to enhance the preparation of prospective teachers of the country.
A Study on Teacher Support and Learning Adaptation among Six-Year Normal University Freshmen: The Moderating Effect of the Hardiness
Author: Chen, Jian-Yong
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Teacher Student Relationship,Resilience (Psychology),Personality Traits,Predictor Variables,Stress Management,Student Characteristics,Foreign Countries,Teacher Education,Rural Schools,Educational Background,Adolescents,Student Adjustment,Social Support Groups

In this study, the teacher support scale, the hardiness scale and the learning adaptation scale were used in a kindergarten teacher's college in Changde. A survey was conducted among 1148 college students to analyze the relationship between teacher support, hardiness and learning adaptation, and to explore whether hardiness plays a role in the moderation between teacher support and learning adaptation. The result is that: (1) Teacher support can significantly predict students' learning adaptation; (2) Hardiness can also be significant predication of students' learning adaptation; (3) Hardiness can play a moderator role in teacher support and learning adaptation. I conclude by acknowledging the limitations of this study and recommending further research.