概念教学与学习模式的影响是学习风格对数学概念理解能力的影响

Rani Susanti, Vera Dewi Susanti
{"title":"概念教学与学习模式的影响是学习风格对数学概念理解能力的影响","authors":"Rani Susanti, Vera Dewi Susanti","doi":"10.32505/qalasadi.v7i1.6094","DOIUrl":null,"url":null,"abstract":"The capacity of students to learn mathematics and solve mathematical problems depends on their ability to understand mathematical concepts or ideas. This study aims to (1) determine the effect of Contextual Teaching and Learning (CTL) learning model on the ability to understand mathematical concepts, (2) identify the learning style of students in understanding mathematical concepts, and (3) to determine whether there is a relationship between the model and learning style. This type of research is an experiment with a 2×3 research design. Data collection techniques used questionnaires and tests. Two-way ANOVA is the hypothesis test used in the study. Before hypothesis testing, normalization test and homogeneity test were conducted. The results of this study based on the results of the Two Way ANOVA analysis test obtained a significant value of the Learning Model 0.551>0.05 so that H_OA is accepted, a significant value of Learning Style 0.172>0.05 then H_OB is accepted and the Significant Value between Learning Models and Learning Styles obtained is 0.204>0.05 then H_OAB is accepted. This shows that the contextual learning model affects students' ability to understand mathematical concepts. Second, there are differences in how well learners with visual auditory and kinesthetic learning styles understand math concepts and the CTL learning model interacts with learners' learning styles to influence this understanding.","PeriodicalId":347948,"journal":{"name":"Jurnal Ilmiah Pendidikan Matematika Al Qalasadi","volume":"53 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pengaruh Model Pembelajaran Contextual Teaching and Learning ditinjau dari Gaya Belajar terhadap Kemampuan Pemahaman Konsep Matematis\",\"authors\":\"Rani Susanti, Vera Dewi Susanti\",\"doi\":\"10.32505/qalasadi.v7i1.6094\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The capacity of students to learn mathematics and solve mathematical problems depends on their ability to understand mathematical concepts or ideas. This study aims to (1) determine the effect of Contextual Teaching and Learning (CTL) learning model on the ability to understand mathematical concepts, (2) identify the learning style of students in understanding mathematical concepts, and (3) to determine whether there is a relationship between the model and learning style. This type of research is an experiment with a 2×3 research design. Data collection techniques used questionnaires and tests. Two-way ANOVA is the hypothesis test used in the study. Before hypothesis testing, normalization test and homogeneity test were conducted. The results of this study based on the results of the Two Way ANOVA analysis test obtained a significant value of the Learning Model 0.551>0.05 so that H_OA is accepted, a significant value of Learning Style 0.172>0.05 then H_OB is accepted and the Significant Value between Learning Models and Learning Styles obtained is 0.204>0.05 then H_OAB is accepted. This shows that the contextual learning model affects students' ability to understand mathematical concepts. Second, there are differences in how well learners with visual auditory and kinesthetic learning styles understand math concepts and the CTL learning model interacts with learners' learning styles to influence this understanding.\",\"PeriodicalId\":347948,\"journal\":{\"name\":\"Jurnal Ilmiah Pendidikan Matematika Al Qalasadi\",\"volume\":\"53 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Jurnal Ilmiah Pendidikan Matematika Al Qalasadi\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32505/qalasadi.v7i1.6094\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Ilmiah Pendidikan Matematika Al Qalasadi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32505/qalasadi.v7i1.6094","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

学生学习数学和解决数学问题的能力取决于他们理解数学概念或思想的能力。本研究旨在(1)确定情境教学(CTL)学习模式对数学概念理解能力的影响,(2)确定学生在理解数学概念时的学习风格,(3)确定模式与学习风格之间是否存在关系。这种类型的研究是一个2×3研究设计的实验。数据收集技术采用问卷调查和测试。双向方差分析是研究中使用的假设检验。在进行假设检验前,进行归一化检验和齐性检验。本研究结果基于双向方差分析检验的结果得出学习模型的显著值0.551>0.05,认为H_OA被接受;学习风格的显著值0.172>0.05,认为H_OB被接受;学习模式与学习风格的显著值0.204>0.05,认为H_OAB被接受。这表明情境学习模式影响了学生理解数学概念的能力。第二,视觉、听觉和动觉学习风格的学习者对数学概念的理解程度存在差异,CTL学习模式与学习者的学习风格相互作用,影响这种理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pengaruh Model Pembelajaran Contextual Teaching and Learning ditinjau dari Gaya Belajar terhadap Kemampuan Pemahaman Konsep Matematis
The capacity of students to learn mathematics and solve mathematical problems depends on their ability to understand mathematical concepts or ideas. This study aims to (1) determine the effect of Contextual Teaching and Learning (CTL) learning model on the ability to understand mathematical concepts, (2) identify the learning style of students in understanding mathematical concepts, and (3) to determine whether there is a relationship between the model and learning style. This type of research is an experiment with a 2×3 research design. Data collection techniques used questionnaires and tests. Two-way ANOVA is the hypothesis test used in the study. Before hypothesis testing, normalization test and homogeneity test were conducted. The results of this study based on the results of the Two Way ANOVA analysis test obtained a significant value of the Learning Model 0.551>0.05 so that H_OA is accepted, a significant value of Learning Style 0.172>0.05 then H_OB is accepted and the Significant Value between Learning Models and Learning Styles obtained is 0.204>0.05 then H_OAB is accepted. This shows that the contextual learning model affects students' ability to understand mathematical concepts. Second, there are differences in how well learners with visual auditory and kinesthetic learning styles understand math concepts and the CTL learning model interacts with learners' learning styles to influence this understanding.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信