Comparison of Auditory Intellectually Repetition Approach and Student Teams Achievement Division Approach to Mathematics Learning Outcomes of Elementary School Students

Authors

  • Karim Abdul Universitas Muhammadiyah Makassar, Indonesia
  • Rukli Rukli Universitas Muhammadiyah Makassar, Indonesia
  • Sukmawati Sukmawati Universitas Muhammadiyah Makassar, Indonesia

DOI:

https://doi.org/10.24256/pijies.v5i2.2750

Keywords:

auditory intellectually repetition, student teams achievement division, mathematics learning outcomes

Abstract

This study compares the Auditory Intellectually Repetition approach and the Student Teams Achievement Division approach to elementary school mathematics learning outcomes. This type of research is quantitative research. The research design used is the Pretest Posttest Control Group Design. The population in this study were fifth-grade students in Mappkasunggu District, and the samples of this research were fifth-grade students of public elementary school No. 106 Inpres Takalar I and fifth-grade students of state elementary school no. 23 Center Takalar I. The data collection technique used was multiple choice questions. The research results based on descriptive analysis showed that the average value of mathematics learning outcomes with the AIR learning approach reached 75.33, and the Student Teams Achievement Division approach reached 60.67. At the same time, the results of the inferential analysis show that the Auditory Intellectually Repetition approach has a more significant effect than the Student Teams Achievement Division approach on student mathematics learning outcomes. The sig value obtained based on the multivariate test table in the Manova test is smaller than 0.05.

References

Al-Tabany, T. I. B. (2017). Mendesain model pembelajaran inovatif, progresif, dan konteksual. Prenada Media.

Alwi, S. (2017). Problematika guru dalam pengembangan media pembelajaran. ITQAN: Jurnal Ilmu-Ilmu Kependidikan, 8(2), 145-167.

Aprianti, & Kesumawati, N. (2019). Pengaruh model auditory intellectual Repetition terhadap kemampuan pemecahan masalah ditinjau dari disposisi matematis di SMP. Jurnal Pendidikan Matematika RAFA, 10 - 21.

Arif, M. (2013). Manajemen madrasah dalam upaya peningkatan mutu pendidikan Islam. Epistemé: Jurnal Pengembangan Ilmu Keislaman, 8(2), 415-438.

Aulia, E. R. N., & Dewi, D. A. D. (2021). Pentingnya Pendidikan Karakter Pada Anak SD sebagai Bentuk Implementasi Pkn. Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar, 2(1), 43-53.

Bulu, M. (2021). Pengaruh model pembelajaran Auditory Intellectually Repetition (AIR) berbantuan LKPD terhadap motivasi dan hasil belajar biologi peserta didik Kelas X MIA SMA Negeri 5 Denpasar Tahun Pelajaran 2019/2020. Jurnal Edukasi Matematika dan Sains, 155 - 166.

Christanty, Z. J., & Cendana, W. (2021). Upaya guru meningkatkan keterlibatan siswa kelas K1 dalam pembelajaran synchronous. COLLASE (Creative of Learning Students Elementary Education), 4(3), 337-347.

Elisa, L., Hadiyanto, & Fitria, Y. (2019). Application of Learning Model Auditory, Intellectually, Repetition (Air) to Increase Student Activity and Learning Outcomes in 2013 Curriculum Integrated Thematic Learning in Class IV SDN 06 Hand of Padang. International Journal of Educational Dynamics, 1(2), 156–162.

Fitriana, M., & Ismah, I. (2016). Pengaruh model pembelajaran auditory intellectually repetition terhadap hasil belajar matematika siswa ditinjau dari kedisiplinan siswa. FIBONACCI: Jurnal Pendidikan Matematika dan Matematika, 2(1), 59-68.

Hutauruk, A., & Sidabutar, R. (2020). Kendala Pembelajaran Daring Selama Masa Pandemi di Kalangan Mahasiswa Pendidikan Matematika : Kajian Kualiatatif Deskriptif. Journal of Mathematics Education and Applied, 02(01), 45–51.

Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71(April).

Latifah, & Nurlaeli. (2017). Pengaruh Penerapan Model Pembelajaran Audiotory, Intellectually, Repetition (AIR) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Matematika Materi Pembagian Di Kelas IV MIN Gebang Udik Kecamatan Gebang Kabupaten Cirebon. Jurnal Pendidikan Guru MI, 97 - 108.

Luthfiana, M., & Wahyuni, R. (2019). Penerapan Model Pembelajaran Auditory, Intellectually, Repetition (Air) terhadap Hasil Belajar Matematika Siswa. Jurnal Pendidikan Matematika (Judika Education), 2(1), 50–57. https://doi.org/10.31539/judika.v2i1.701.

Oktiani, I. (2017). Kreativitas guru dalam meningkatkan motivasi belajar peserta didik. Jurnal kependidikan, 5(2), 216-232.

Omeri, N. (2015). Pentingnya pendidikan karakter dalam dunia pendidikan. Manajer Pendidikan, 9(3).

Putri, K. C., & Sutriyono, S. (2018). Pengaruh metode pembelajaran STAD terhadap hasil belajar matematika pada siswa kelas VIII. Mosharafa: Jurnal Pendidikan Matematika, 7(2), 295-306.

Ridlo, Z. R. (2021, March). The impact of implementing auditory intellectually repetition (air) learning model based on learning community for students’ creative thinking skills. In Journal of Physics: Conference Series (Vol. 1832, No. 1, p. 012035). IOP Publishing.

Sakti, H. G., & Hikayati, S. (2017). Pengaruh Penggunaan Model Pembelajaran Air ( Auditory , Intellectualy , Repetition ) Terhadap Hasil Belajar Mata Pelajaran Matematika Pada Siswa Kelas VII SMP Negeri 2 Lembar Lombok Barat Tahun Pelajaran 2016 / 2017. Society, Jurnal Jurusan Pendidikan IPS Ekonomi, VIII(2), 65–75.

Sopia, N. (2019). Penerapan Model Pembelajaran Audiotory, Intellectually, Repetition (AIR) Terhadap Hasil Belajar Kognitif Matematika. J-PiMat, 107 – 114.

Supardi, U. S. (2015). Arah pendidikan di Indonesia dalam tataran kebijakan dan implementasi. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(2).

Syaparuddin, S., Meldianus, M., & Elihami, E. (2020). Strategi pembelajaran aktif dalam meningkatkan motivasi belajar pkn peserta didik. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 1(1), 30-41.

Syarifuddin, A. (2011). Penerapan Model Pembelajaran Cooperative Belajar Dan Faktor-Faktor Yang Mempengaruhinya. Ta’dib:Journal of Islamic Education (Jurnal Pendidikan Islam), 16(01), 113–136. https://doi.org/10.19109/tjie.v16i01.57.

Syazali, M., Iqoh, U., Mufty, V. F., & Rahmawati, Y. (2021, February). Auditory intellectually repetition learning model and trade a problem learning model on row and series algebraic material: The influences on numerical skills. In Journal of Physics: Conference Series (Vol. 1796, No. 1, p. 012104). IOP Publishing.

Wati, F., & Sutarman. (2019). Penerapan Model Pembelajaran Auditory Intellectualy Repetition (Air) Dalam Upaya Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Ilmu Pengetahuan Alam di Kelas V SD

Widiansyah, A. (2018). Peranan sumber daya pendidikan sebagai faktor penentu dalam manajemen sistem pendidikan. Cakrawala-Jurnal Humaniora, 18(2), 229-234.

Downloads

Published

2022-10-29

How to Cite

Abdul, K., Rukli, R., & Sukmawati, S. (2022). Comparison of Auditory Intellectually Repetition Approach and Student Teams Achievement Division Approach to Mathematics Learning Outcomes of Elementary School Students. Pedagogik Journal of Islamic Elementary School, 5(2), 243–256. https://doi.org/10.24256/pijies.v5i2.2750

Issue

VOL 5 NO 2 OCTOBER 2022

Section

Articles

Citation Check

License

Copyright notice:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) (https://creativecommons.org/licenses/by-sa/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)

Similar Articles

<< < 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.