The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School
Ainun Rahma Firdausy(1), Nining Setyaningsih(2*), La Suha Ishabu(3), Mohamad Waluyo(4)(1) Universitas Muhammadiyah Surakarta
(2) Universitas Muhammadiyah Surakarta
(3) Universitas Pattimura
(4) University of Szeged
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Akomolafe, C. O. dan Adesua, V. O. (2016). The Impact of Physical Facilities on Students’ Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria. Journal of Education and Practice. 7: 38-42.
Alimi, O. S., Ehinola, G. B., & Alabi, F. O. (2012). School Types, Facilities and Academic Performance of Students in Senior Secondary Schools in Ondo State, Nige-ria. International Education Stud-ies, 5(3), 44-48.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive func-tion, and false belief understand-ing to emerging math and literacy ability in kindergarten. Child De-velopment, 78, 647–663.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of in-teractivity, active collaborative learning and engagement in learnin performance. Computers & Education, 62, 102-110.
Beaudoin, M. (2003) "Learning or Lurking? Tracking the Invisible Online Student". Internet and Higher Education, Volume 5, pp 147-155.
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigat-ing the relations between motiva-tion, tool use, participation, and performance in an e-learning course using web-video confer-encing. Computers in Human Behavior, 29(1), 285-292.
Gunuc, S. (Department of C. E., & Technolo-gies). (2014). The Relationships between Student Engagement. In-ternational Journal on New Trends in Education and Their Implications, 5(4), 216–231. Re-trieved from http://www. ijote.org/FileUpload/ks63207/File/19..gunuc.pdf.
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implemen-tasi kurikulum 2013. Bogor: Ghalia Indonesia.
Kwakye, E. O. (2013). Availability of Sup-portive Facilities for Effective Teaching. Hipatia Press, 3(2), 130-146.
Lamanauskas, V., & Augiene, D. (2017). Scientific research activity of stu-dents preservice teachers of sci-ence at university: The aspect if understanding, situation and im-provement. Eurasia Journal of Mathematics, Science and Technology Education. 13(1), 223-236. https://doi.org/ 10.12973/eurasia.2017.00613a.
Liew, J., McTigue, E., Barrois, L., & Hughes, J. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achie-vement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515–526.
Lile, R., & Bran, C. (2014). The Assessment of Learning Outcomes. Procedia - Social and Behavioral Sciences, 163, 125–131. https://doi. org/10.1016/j.sbspro.2014.12.297.
M, A. A. A., & Yang, C. (2018). Impact of Active Learning on Mathematical Achievement : an Empirical Stu-dy in Saudi Arabia Primary Schools. International Journal of Innovation and Economic Deve-lopment, 4(2), 58–79. https://doi.org/10.18775/ijied.1849-7551-7020.2015.42.2005.
McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecological-ly valid measures. Child devel-opment perspectives, 6(2), 136-142.
Nagpal, K., Priyamakhija, James, L., & Gyanprakash. (2013). Indepen-dent Learning and Student Deve-lopment. IRJC, 2(2), 27-3.
Nerantzi, C., & Despard, C. (2014). Perspec-tives in Applied Academic Practi-ce Do LEGO ® Models Aid Re-flection in Learning and Tea-ching, 2(2), 31–36. https://doi. org/10.14297/jpaap.v2i2.81.
Otieno, K. O. (2010). Teaching/learning re-sources and academic perfor-mance in mathematics in second-ary schools in Bondo District of Kenya. Asian Social Sci-ence, 6(12), 126.
Paramita, S., & Indarwati, T. A. (2015). Im-proving Interest, Activeness, and Student Learning Out Come, 328–359. Retrieved from https://www.researchgate.net/publication/323546565
Rejeki, S., Setyaningsih, N., & Toyib, M. (2017). Using LEGO for Lear-ning Fractions, Supporting or Distracting?, 040016(May). https://doi.org/10.1063/1.4983954.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academ-ic achievement. Journal of educa-tional psychology, 104(3), 700.
Sumantri, M. S., & Satriani, R. (2016). The Effect of Formative Testing and Self- Directed Learning on Ma-thematics Learning Outcomes. In-ternational Electronic Journal of Elementary Education, 8(3), 507–524.
Sutama. (2015). Metode Penelitian Pendi-dikan Kuantitatif, Kualitatif, PTK dan R&D. Kartasura: Fairuz Me-dia.
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Predic-tion of children’s academic com-petence from their effortful con-trol, relationships, and classroom participation. Journal of Educa-tional Psychology, 100, 67–77.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engage-ment, and academic achievement in middle school. American educational research journal, 47(3), 633-662.
Yusuf, M. O., & Afolabi, A. O. (2010). Ef-fects of Computer Assisted In-struction (CAI) on Secondary School Students' Performance in Biology. Turkish Online Journal of Educational Technology-TOJET, 9(1), 62-69.
Article Metrics
Abstract view(s): 1838 time(s)PDF: 1281 time(s)