Collaborative Learning with Scientific Approach and Multiple Intelligence: Its Impact toward Math Learning Achievement

Autor/inn/en	Maharani, Rizqona; Marsigit, Marsigit; Wijaya, Ariyadi
Titel	Collaborative Learning with Scientific Approach and Multiple Intelligence: Its Impact toward Math Learning Achievement
Quelle	In: Journal of Educational Research, 113 (2020) 4, S.303-316 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maharani, Rizqona) ORCID (Marsigit, Marsigit) ORCID (Wijaya, Ariyadi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1806196
Schlagwörter	Cooperative Learning; Multiple Intelligences; Mathematics Achievement; Teaching Methods; Grade 8; Foreign Countries; Junior High School Students; Mathematics Instruction; Indonesia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Intelligenz (Psy); Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Indonesien
Abstract	This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students' multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N = 262). This study was a quasi-experimental study with a 3 × 3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01