帕慕朗大学学生运用cem学习(C-Learning, E-Learning, M-Learning)完成经济学数学测试的发散思维能力

Nisak Ruwah Ibnatur Husnul, Yenny Marinatul Hasanah
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引用次数: 0

摘要

本研究旨在描述帕慕朗大学经济学院会计系提供混合式学习的CEM学习(C-learning, E-learning, M-learning)对学生在经济数学学习中的发散思维能力。考察学生发散性思维能力的要素是流畅性、灵活性、独创性和阐述能力。本研究采用定性研究方法,采用描述性研究方法。本研究的对象是正在学习经济数学的会计专业学生,该课程使用了帕慕朗大学的CEM学习(c-learning, e-learning和m-learning)。样本采用目的抽样法。这些数据是通过给他们进行经济学数学测试,分析测试结果,分组学生进行相关测试结果的访谈来获取的。这次访谈的目的是澄清在发散思维的经济数学测试中与解题相关的测试结果。利用三角测量技术对数据进行了分析。研究结果表明,cem学习(c-learning、e-learning和m-learning)在学生的初始能力上是比较好的。这一点在经济数学检验的结果中得到了证明,这是处于中间水平的,这是用一种以上的方法来完成统计检验或问题。然而,他们不能回答他们的方式。吸收的成分是流畅性、独创性和精雕细琢
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ Divergent Thinking Ability in Finishing Economics Mathematical Test Using CEM-Learning (C-Learning, E-Learning, M-Learning) at Universitas Pamulang
This research aims to describe the divergent thinking ability of students in economic mathematics learning through CEM learning (C-learning, E-learning, M-learning) at Universitas Pamulang which supplies blended learning at Accounting Department, Faculty of Economy. The components used to find out the students’ ability of divergent thinking are fluency, flexibility, originality, and elaboration. This research applies qualitative approach by using descriptive method. The subjects of this research are accounting students who are taking Economic Mathematics, which uses CEM Learning (c-learning, e-learning, and m-learning) at Universitas Pamulang. The samples are taken by purposive sampling method. The data are taken by giving them Economics Mathematical test, analysing the tests’ results, grouping students to be interviewed related to the tests’ results. The interview is aimed to clarify the test results related to problem solving the economic mathematics test in divergent thinking. The data are analyzed by using triangulation technique. The findings show that CEM-learning (c-learning, e-learning, and m-learning) in students’ initial ability is fairly good. This is proven by the results of economic mathematical test in the, which are in the intermediate level, which was to formulate more than one ways to finish statistical test or problem. However, they were not able to answer on their ways. The components absorbed were fluency, originality, and elaboration
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