Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes

Autor/inn/en	Sukardjo, Moch.; Salam, Mohamad
Titel	Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.275-292 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Independent Study; Outcomes of Education; Concept Formation; Mathematical Concepts; Grade 10; High School Students; Foreign Countries; Teaching Methods; Mathematics Instruction; Learning Processes; Models; Indonesia + Suchen Sie Ihr Suchwort? Selbststudium; Lernleistung; Schulerfolg; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Analogiemodell; Indonesien
Abstract	This study examined the effect of the concept attainment learning model and self-directed learning (SDL) on mathematics learning outcomes. This research is a quasi-experiment conducted in SMA Negeri 6 Kendari, Indonesia, grade 10 th. The sample in this study was grade 10th (3rd) as the experimental class and grade 10th (5rd) as the control class. In the experimental class, the learning model of the Attainment Concept was given and the control class was given a direct learning model. The dependent variable is the learning outcomes of mathematics, while the learning model and Self-Directed Learning (SDL) are independent variables. The study design uses 2x2 by levels. The findings of the research results are: (1) the mathematics learning outcomes taught with the Concept Attainment learning model are higher than the direct learning model, (2) there is an influence of the interaction between the learning model and SDL on mathematics learning outcomes, and (3) mathematics learning outcomes on students who are high SDL and taught with the Concept Attainment learning model are higher than the direct learning model, and students who have low SDL are taught with the Concept Attainment learning model that is lower than the direct learning model. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01