2013年课程实施对2015 - 2018年印度国立大学1年级学生数学学习成果的影响

Elsida Aritonang, Nova Erawati Sidabalok
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引用次数: 0

摘要

从2015/2016学年t.p.到2017/2018学年t.p.的数学X年级学生名单来看,学生的掌握学习从40.87%上升到48.72%,再到80.85%,出现了许多显著的积极变化。除了提高学习的完整性外,学生在数学方面的平均学习成绩也有所提高。在解决老师给出的问题方面,学生参与讨论和与其他朋友合作的情况发生了变化。学生参与数学学习活动的变化。学生参与学习的认真程度也有所提高。学生回答口语问题的积极性也有所提高。给出正确答案的学生数量的增加表明了这一点。学生完成作业的积极性在提高。学生按时完成家庭作业的频率越来越高就表明了这一点。学生们出现在课堂前解决黑板上问题的积极性也有所提高。学生开始相信自己,并有能力解决所给的问题。根据观察,老师有一个问题,学生非常熟悉传统的方式,老师在全班面前解释,而学生听,建立一个有益的课堂氛围,让学生更积极,有时在课堂上引起骚动,学生最初玩多于学。建立对学生的责任感也变得困难,因为学生的需求实际上是相反的,因为老师解释了一点主题,学生被引导通过讨论活动等进一步发展材料洞察力。2013年课程的应用也要求学生理解所学知识的实施价值,因此需要各种实践活动作为学生数学知识实施的有形形式
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018
Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge
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