Proceedings of the 3rd International Conference on Education, Science, and Technology (ICEST 2019)

Comparison of STAD Cooperative Learning Types and Direct Learning With Approach Problems Posing With Connection Ability Student Mathematics

Authors
Andi Harpeni Dewantara, Fitriani Nur, Munawarah, Rahmadani, Lisnasari Andi Mattoliang, Ahmad Farham Majid
Corresponding Author
Andi Harpeni Dewantara
Available Online 27 October 2020.
DOI
https://doi.org/10.2991/assehr.k.201027.003How to use a DOI?
Keywords
STAD cooperative learning model, problem-posing, direct learning model
Abstract

This study aims to: (1) find out the student’s mathematical connection ability who use the direct learning model with the problem-posing approach and the STAD cooperative learning model with the problem-posing approach, (2) find out the difference in students mathematical connection ability who use the STAD cooperative learning model with the problem-posing approach and the direct learning model with the problem-posing approach, (3) knowing which are more effective between students using the STAD cooperative learning model with a problem-posing approach and the direct learning model with the problem-posing approach. This type of research was the Quasi Experiment. The population in this study were all eighth-grade students of MTs Guppi Samata with 42 students. In this study, the sample was a saturated sample in which the entire population was sampled. The data analysis technique used descriptive statistical analysis and inferential statistical analysis. Based on the analysis results obtained that (1) the average value of students’ mathematical connection ability using STAD cooperative learning model with the problem-posing approach is 81.43 and the mathematical connection ability students using direct learning model with the problem-posing approach is 72.76, (2) there are differences in the average mathematical connection ability between students taught using the STAD cooperative learning model with the problem-posing approach and students taught using direct learning model with the problem-posing approach, (3) the STAD cooperative learning model with the problem approach Posing is more effective than direct learning model with the problem-posing approach in improving the mathematical connection ability of VIII grade students in MTs Guppi Samata, Gowa Regency.

Copyright
© 2020, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 3rd International Conference on Education, Science, and Technology (ICEST 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
27 October 2020
ISBN
978-94-6239-264-9
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.201027.003How to use a DOI?
Copyright
© 2020, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Andi Harpeni Dewantara
AU  - Fitriani Nur
AU  - Munawarah
AU  - Rahmadani
AU  - Lisnasari Andi Mattoliang
AU  - Ahmad Farham Majid
PY  - 2020
DA  - 2020/10/27
TI  - Comparison of STAD Cooperative Learning Types and Direct Learning With Approach Problems Posing With Connection Ability Student Mathematics
BT  - Proceedings of the 3rd International Conference on Education, Science, and Technology (ICEST 2019)
PB  - Atlantis Press
SP  - 11
EP  - 17
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201027.003
DO  - https://doi.org/10.2991/assehr.k.201027.003
ID  - Dewantara2020
ER  -