m - learning模型的应用,以提高数学概念理解能力

Rahmi Putri, Mukhaiyar Mukhaiyar, Azwar Ananda
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引用次数: 1

摘要

本研究旨在探讨修正-行动-过程-对象-图式(M-APOS)学习模式对学生数学概念理解能力的提升。所进行的研究类型是采用准实验方法的定量研究。本研究采用随机前测后对照组设计的研究设计。本研究的人群是2018/2019学年MTsN 2 Kerinci的所有八年级学生。通过随机抽样的方法,得到采用常规教学的8c班为对照组,采用M-APOS学习的8a班为实验组,两个班共26名学生。本研究结果表明,假设检验1证明修改-动作、过程、对象和图式(M-APOS)学习模式可以提高学生对mtsn2 Kerinci八班数学关系和函数材料中数学概念的理解能力。而假设检验II的结果表明,应用学习模型(M-APOS)理解学生数学概念的能力优于常规学习理解学生数学概念的能力。关键词:概念理解能力;修正学习模式-动作、过程、对象、图式(M-APOS);实验班与常规班
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Penerapan Model Pembelajaran M-APOS untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis
This study aims to determine the improvement of students' ability to understand mathematical concepts through the application of the Modification-, Action, Process, Object, and Schema (M-APOS) learning model. The type of research conducted is quantitative research with a quasi-experimental method. This research uses a research design of The Randomized Pre-test Post-test Control Group Design. The population in this study was all class VIII at MTsN 2 Kerinci in the 2018/2019 school year. Through random sampling, it was obtained that class VIII C as the control group to be taught conventionally and class VIII A as the experimental group to which M-APOS learning would be applied, these two classes consisted of 26 students. The results of this study indicate that the hypothesis test I proved that the Modification – action, process, object, and schema (M-APOS) learning model can improve students' ability to understand mathematical concepts in relation and function material for class VIII MTsN 2 Kerinci. While the results of the hypothesis test II obtained the ability to understand students' mathematical concepts with the application of the learning model (M-APOS) is better than the ability to understand students' mathematical concepts with conventional learning.   Keywords: Concept Understanding Ability, Modification Learning Model – action, process, object, and schema (M-APOS), Experiment Class and Conventional Class  
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