The Effect of Blended Learning on Students’ Mathematical Proving Ability
- DOI
- 10.2991/assehr.k.211130.079How to use a DOI?
- Keywords
- The effect; blended learning; mathematical proof
- Abstract
The blended learning given in this study is divided into two, namely face-to-face learning and electronic learning using the Moodle application. Blended learning for the first time was carried out in the Department of Mathematics Education at Musamus University. The ability to prove mathematically is one of the abilities that students majoring in Mathematics Education must have as a basic asset to teach mathematics to students at school. This ability has a high level of difficulty because it requires good mathematical reasoning and communication, therefore it is necessary to make efforts to develop an effective and efficient mathematical proofing ability. The research that has been conducted is to determine the effect of the implementation of blended learning on the mathematical proof ability of students majoring in Mathematics Education in the third semester of Musamus University. This type of research is an experimental study with a one group pretest posttest design, while the hypothesis testing uses a paired sample t-test. The results obtained are the gain value of 0.60 in the medium category and for the hypothesis the value of t count is 30.382 while the value of t table is 1.69. So, it can be concluded that the implementation of blended learning has an influence on students’ mathematical proof ability.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Nurhayati AU - Dessy Rizki Suryani AU - Khumaeroh Dwi Nur’aini PY - 2021 DA - 2021/12/03 TI - The Effect of Blended Learning on Students’ Mathematical Proving Ability BT - Proceedings of the International Joined Conference on Social Science (ICSS 2021) PB - Atlantis Press SP - 438 EP - 440 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211130.079 DO - 10.2991/assehr.k.211130.079 ID - 2021 ER -