Comparison of Mathematics Learning Results with Alfa Zone Conditioning and without Alfa Zone Conditioning in Class VIII Students
- 10.2991/assehr.k.211211.053How to use a DOI?
- Mathematics Learning Outcomes; Alpha Zone
This study compares mathematics learning outcomes with alpha zone conditioning and without alpha zone conditioning in class VIII MTsN 1 Jeneponto. This study aims to compare two groups with different treatments. The type of research is quasi-experimental; the research design is a non-equivalent control design. The population is all students of class VIII MTsN 1 Jeneponto totaling 140 students. The sampling technique is purposive sampling. The samples were Class VIII D as the experimental class as many as 28 students with treatment and 28 students in class VIII C as the control class without treatment. The instrument used was a multiple-choice test. Data analysis techniques are descriptive statistics and inferential statistics. Hypothesis testing is the Independent sample t-test. The results of descriptive statistics obtained that the average value of the experimental class mathematics learning outcomes was 81.57 while the control class’s average mathematics learning outcomes were 65.8. Based on the results of inferential statistics, hypothesis testing of mathematics learning outcomes using the Independent sample t-test shows that Sig < or 0.000 < 0.05, meaning that there is a difference in the average value of mathematics learning outcomes for experimental class students and the control class. It can be concluded that there are differences in learning outcomes of mathematics with alpha zone conditioning and without alpha zone conditioning in class VIII MTsN 1 Jeneponto.
- © 2021 The Authors. Published by Atlantis Press SARL.
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Cite this article
TY - CONF AU - Tirta Nirmala PY - 2021 DA - 2021/12/13 TI - Comparison of Mathematics Learning Results with Alfa Zone Conditioning and without Alfa Zone Conditioning in Class VIII Students BT - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021) PB - Atlantis Press SP - 319 EP - 324 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211211.053 DO - 10.2991/assehr.k.211211.053 ID - Nirmala2021 ER -