A Concept Attainment Model Using Cloud-Based Mobile Learning to Enhance the Mathematical Conceptual Knowledge of Undergraduate Students

The COVID-19 situation has affected the instructional process, with both students and instructors having to adapt to the conditions that have emerged. The inclusion of online tools as part of teaching and learning is imperative, especially in mathematics courses, in order to provide knowledge and to create a learning environment as close as possible to face-to-face learning. This study focuses on the mathematical conceptual knowledge of undergraduate students using a concept attainment model. This consists of a three-phase learning process involving the presentation of information and conceptualization, a conceptual comprehension test, and an analysis of thinking strategy. It also features the implementation of cloud-based mobile learning features, including cloud learning devices, cloud learning services, and cloud learning environments as the components of the proposed instruction model. The model was evaluated by experts before being used to investigate the mathematical conceptual knowledge of undergraduate students and how pre-test scores differ from post-test scores. Descriptive statistics and t-test were used to analyze the data. The results revealed that the overall scores for the suitability of the model indicate that this approach is most suitable, and that students learning through a concept attainment model using cloud-based mobile learning obtain a higher post-test score in mathematical conceptual knowledge compared to their pre-test score, at a level of .05 statistical significance. The framework of this study can be useful for mathematics instructors or others educators when it comes to applying it in order to develop students in mathematics contexts.

PENGARUH MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) BERBASIS CONCEPT ATTAINMENT TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA BELAJAR PESERTA DIDIK

Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh model pembelajaran Children Learning In Science (CLIS) berbasis Concept Attainment terhadap kemampuan pemecahan masalah matematis ditinjau dari gaya belajar peserta didik. Penelitian ini merupakan penelitian kuantitatif jenis eksperimen, menggunakan metode quasy experimental design dengan penelitian factorial 2 x 3. Sampel yang digunakan sebanyak 60 peserta didik yang diambil dengan teknik acak kelas. Teknik dalam pengumpulan data yang digunakan adalah tes kemampuan pemecahan masalah matematis dan angket gaya belajar peserta didik. Teknik analisis data menggunakan uji normalitas dengan uji liliefors dan uji homogenitas dengan uji barlett. Uji hipotesis menggunakan uji analisis variansi dua jalan sel tak sama. Menurut hasil penelitian dan pembahasan perhitungan uji analisi variansi dua jalan sel tak sama diperoleh ditolak dan diterima dan diterima. Berdasarkan kajian teori dan perhitungan dapat disimpulkan bahwa: (1) terdapat pengaruh model pembelajaran Children Learning In Science (CLIS) berbasis Concept Attainment terhadap kemampuan pemecahan masalah matematis. (2) tidak terdapat pengaruh gaya belajar terhadap kemampuan pemecahan masalah matematis. (3) tidak terdapat interaksi antara model pembelajaran Children Learning In Science (CLIS) berbasis Concept Attainment dengan gaya belajar terhadap kemampuan pemecahan masalah matematis.

PENINGKATAN NILAI SIKAP DAN HASIL BELAJAR MATERI SPLTV PESERTA DIDIK X MIPA 5 SMA NEGERI 1 KARANGRAYUNG GROBOGAN MENGGUNAKAN CONCEPT ATTAINMENT MODEL

Berdasarkan hasil wawancara dengan beberapa pendidik sejawat penyebab nilai sikap peserta didik yang masih kurang adalah karena peserta didik tidak menguasai atau memahami materi pelajaran. Cara mengajar pendidik yang cenderung hanya menggunakan metode ceramah sehingga peserta didik merasa bosan, karena dengan metode ceramah peserta didik hanya mendengarkan dan mencatat materi yang diberikan pendidik. Selain itu pembelajaran yang masih monoton dan searah, pendidik hanya berpedoman pada buku paket dalam mengajar. Hasil penilaian harian matematika pada kelas X MIPA 5 SMA Negri 1 Karangrayung Tahun Pelajaran 2018/2019 materi Persamaan dan pertidaksamaan nilai mutlak linear satu variabel dari 31 peserta didik yang mengikuti penilaian harian, hanya 12 peserta didik yang “Tuntas”, sedangkan yang “Tidak tuntas” sebanyak 19 peserta didik. Persentase peserta didik yang tuntas sebesar 41,94% dan yang tidak tuntas sebesar 58,06%. Secara klasikal dikatakan masih belum tuntas atau tidak tuntas karena ketuntasannya masih dibawah 85%. Setelah diobservasi tentang nilai sikap, hasilnya tidak ada peserta didik yang nilai sikapnya kategori “Sangat Baik” atau 0,00%, sedangkan peserta didik yang nilai sikapnya kategori “Baik” ada 14 peserta didik (45.16%). Peserta didik yang nilai sikapnya kategori “Cukup” ada 17 peserta didik (54,84%), dan tidak ada peserta didik yang nilai sikapnya kategori “Kurang” atau 0,00%. Rumusan masalah penelitian ini adalah sebagai berikut: 1) Bagaimanakah nilai sikap peserta didik Materi SPLTV Menggunakan Metel Concept Attainment Model Kelas X MIPA 5 SMA Negeri 1 Karangrayung Semester 1 Tahun Pelajaran 2018/2019?; 2) Bagaimanakah hasil belajar peserta didik materi SPLTV Menggunakan Metel Concept Attainment Model kelas X MIPA 5 SMA Negeri 1 Karangrayung Semester 1 Tahun Pelajaran 2018/2019?. Dari hasil penelitian dapat disimpulkan bahwa pembelajaran dengan model pembelajaran Concept Attainment Model dapat meningkatkan nilai sikap peserta didik kelas X MIPA 5 SMA Negeri 1 Karangrayung Semester 1 Tahun Pelajaran 2018/2019. Hal ini dibuktikan dengan hasil penelitian yang menunjukan bahwa nilai sikap peserta didik kategori sangat baik pada kondisi awal dan siklus siklus I sebesar 0,00% meningkat pada siklus II menjadi 6,45%. Sedangkan nilai sikap peserta didik kategori baik pada kondisi awal menunjukan angka sebesar 45,16% meningkat pada siklus I menjadi 70,97% dan meningkat pada siklus II menjadi 93,55%. Nilai sikap peserta didik kategori cukup pada kondisi awal sebesar 54,84% mengalami penurunan pada siklus I menjadi 29,03% dan pada siklus II menjadi 0,00%. Nilai sikap peserta didik kategori kurang pada kondisi awal, siklus I dan siklus II menunjukan angka 0,00%. Pembelajaran dengan model pembelajaran Concept Attainment Model dapat meningkatkan hasil belajar matematika peserta didik materi bahasan SPLTV di kelas X MIPA 5 SMA Negeri 1 Karangrayung Semester 1 Tahun Pelajaran 2018/2019. Hal ini dibuktikan dengan hasil penelitian yang menunjukan bahwa hasil belajar peserta didik yang tuntas atau memperoleh nilai ≥ 70 pada kondisi awal sebesar 41,94% meningkat pada siklus I menjadi 67,74% dan pada siklus II meningkat menjadi 100%. Sedangkan hasil belajar peserta didik yang tidak tuntas atau memperoleh nilai ≤ 70 pada kondisi awal sebesar 58,06% turun pada siklus I menjadi 32,26% dan pada siklus II turun menjadi 0,00%.

TEACHING VOCABULARY THROUGH THE CONCEPT ATTAIMENT MODEL AT SMP IT ANNAJIYAH LUBUKLINGGAU

ABSTRACT The problem of this research was “is it significantly effective to teach vocabulary through the Concept Attainment Model (CAM) at SMP IT Annajiyah Lubuklinggau in academic year 2019/2020?” The objective of this research was to find out whether or not it is significantly effective to teach vocabulary through the Concept Attainment Model (CAM) at SMP IT Annajiyah Lubuklinggau in academic year 2019/2020. The population of this research was all of the seventh grades consist of 43 students of SMP IT Annajiyah Lubuklinggau in academic year 2019/2020 and total number of sample was 18 students from VIII.A. The sample in this research was taken through cluster random sampling. In this research, the researcher used pre-experimental method. In collecting the data, the researcher used written test. In analyzing the data, the researcher used three techniques. They were: individual score, normality test and matched t-test. Based on the result of the data analysis, the researcher found out that the students’ average score was 59.166 in the pre-test and it increased in the post-test which score was 78.888. The result of matched t-test was 7.498, while ttable was 1.734. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Furthermore, it was significantly effective to teach vocabulary through the Concept Attainment Model (CAM) at SMP IT Annajiyah Lubuklinggau in academic year 2019/2020.

Effect of Concept Attainment and Inquiry Training Model in Teaching Biological Science at Secondary Level

The purpose of the study was to find out the effect of Concept Attainment and Inquiry Training Model in teaching Biological Science at secondary level. Descriptive surveyexperimental research design (quasi-experimental) was employed. For the realization of the objectives of the study, a random sample of 175 teachers teaching Biological Science was selected from 24 mandals of Srikakulam district for the purpose of a survey. A sample of 360 students was selected at random. 180 students each (90 each from class VIII and IX) from two schools were selected randomly for experimentation and as controlled group. The experimental group was given the Concept Attainment and Inquiry Training models of teaching. The control group was taught through the conventional method of teaching. The major data collecting tools were questionnaire and achievement test (experimental study). The collected data were analysed by using both descriptive and inferential statistics. In addition, qualitative analysis (by variation) was used. The main aim of this study is to bring out the relative effect of CAM, ITM and conventional method of teaching on the achievement of students for acquisition of Biology concepts in class VIII and IX. The study reveals that there is a significant difference not only between CAM and conventional method, but also between ITM and conventional method on the achievement of students in understanding of Biological Science concepts.

IMPLEMENTASI MODEL CONCEPT ATTAINMENT UNTUK MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH

This study aims to describe the implementation of concept attainment model in developing math problem solving skills of 5th grade elementary school students. This study used a qualitative approach with a phenomological research design. The subjects in this study were 2 students and 1 teacher of 5th grade of SD Negeri Newung 2 Elementary School (SDN Newung 2), Sukodono, Indonesia. The data technique used tests and interviews with students and teachers. The data validity used source and method triangulation. Data analysis used three stages, namely (1) data reduction, (2) data presentation, (3) data conclusions. The results of this study, (1) the students' mathematical solving ability is good, because students have mastered the indicators of mathematical problem solving abilities, (2) Implementation of the concept attainment model in Mathematics learning is correct, because students are enthusiastic about learning, the steps used are appropriate, namely the stage of analyzing thinking strategies, presenting data, and testing concept achievement.

The Effect of Concept Attainment Model and Mathematical Logic Intelligence on Introductory Chemistry Learning Outcomes

The purpose of this study was to determine the effect of concept attainment model and mathematical logic intelligence on the learning outcomes of introductory chemistry. This research was conducted using a quasi-experimental method with a 2x2 treatment by level design. Total samples are 56 students selected by random sampling. Data analysis used ANOVA with a significance of 0.05. The results showed that: (1) The introductory chemistry learning outcomes of students taught with the concept achievement learning model are higher than those acquainted with the direct learning model; (2) There is the effect of the interaction between learning models and mathematical logic intelligence to study introductory chemistry learning outcomes; (3) The student of learning outcomes taught with the concept attainment model are higher than those taught with the direct learning model for groups of students high logical-mathematical intelligence; (4) The student of learning outcomes taught with the concept attainment model are lower than those taught with the direct learning model for groups of students low logical-mathematical intelligence. Therefore, the use of the learning model should care to aspects of intelligence of learners, so that the learning objectives are expected to be achieved.

The Validity of Concept Attainment With Multi Representation as an Alternative Learning Model to Improve Students' Mastery of Concepts and Scientific Consistency

The concept attainment tutorial tool with multi representations still needs to be developed. The purpose of this study is to describe the validity of the model and the validity of concept attainment devices with multi representations as alternative learning models to improve students' mastery of concepts and scientific consistency. The development of this tutorial tool uses the design of Plomp which consists of preliminary study phase, prototype stage, and assessment phase. The limited test was conducted on students of the Surabaya Open University in the Basic Science Natural Sciences course (PDGK4103). Research data were collected by the validation method using the model validation sheet instrument and the device validation sheet. Data were analyzed using qualitative descriptive analysis. The results of the study show that: (1) The concept of attainment model with multi representations developed is included in the valid criteria in terms of content validity and construct validity. (2) The multi-representation tutorial tool developed is included in the valid criteria. Based on the above it can be concluded that the concept of attainment with multi representations developed is valid and appropriate to be used to improve students' mastery of concepts and scientific consistency.