PENGARUH MODEL PEMBELAJARAN JUCAMA TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS IX MTSN 02 TAKENGON

Math Educa Journal Pub Date : 2020-04-30 DOI:10.15548/MEJ.V4I1.1239

Ali Umar

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Abstract

This study supports 1). Knowing the differences in problem-solving abilities in students before and after being taught with the JUCAMA learning model; 2). Knowing students' problem solving skills between before and after being taught with the JUCAMA learning model in high initial students; 3). Knowing students' problem solving skills between before and after being taught with the JUCAMA learning model in students with low initial ability; 4). Conversation between initial ability and learning model on students' problem solving. This study uses quantitative research with a quasi-experimental type of research. The results showed 1). 95% (16.67> 9.98, tcount = 7.816> t table = 1.71; 2). The average problem solving ability of students in early ability students was higher after being taught with the JUCAMA learning model than before at 95% confidence level (16.09> 13.72, tcount = 15.53> ttable = 1.81); 3. The average problem solving ability of students in early ability students is lower after being taught with the JUCAMA learning model than before at 95% confidence level (10.31> 7.25, tcount = 5.21> ttable = 1.75). While the results of the interaction test showed there was no interaction between the initial ability and the learning model on the ability to solve students' problems at a 95% confidence level (Fcount = 0.29

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JUCAMA学习模式对IX - MTSN 02 TAKENGON学生问题解决能力的影响

本研究支持1)了解学生在接受juama学习模式教学前后问题解决能力的差异;2)了解高初中生采用juama学习模式前后学生的问题解决能力;3)了解初始能力较低的学生在接受juama学习模式教学前后的问题解决能力;4)学生解决问题的初始能力与学习模式之间的对话。本研究采用准实验型的定量研究方法。结果显示1). 95% (16.67> 9.98,tcount = 7.816> t表= 1.71;2)在95%置信水平上，采用juama学习模型后，早期能力学生的平均问题解决能力显著高于未采用juama学习模型前(16.09> 13.72,tcount = 15.53> table = 1.81);3.在95%置信水平(10.31> 7.25,tcount = 5.21>表= 1.75)下，早期能力学生采用juama学习模型后，学生的平均问题解决能力低于采用juama学习模型前。而交互作用检验结果显示，初始能力与学习模型在解决学生问题的能力上没有交互作用(Fcount = 0.29

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Math Educa Journal

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