Journal articles: 'Mathematics and Control'

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Khotimah, Nurrul, and Adi Adi Heryadi. "METODE PEMBELAJARAN KOPERATIF UNTUK KESIAPAN BELAJAR MATEMATIKA SISWA MTS." JURNAL PSIKOLOGI INSIGHT 3, no. 1 (2019): 10–19. http://dx.doi.org/10.17509/insight.v3i1.22245.

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This study aimed to prove cooperative learning in improving mathematics learning readiness of Islamic junior high school (MTs) students. This research was an experimental study with 50 partisipants that devided randomly in two groups, experiment and control. The design of the experiment was a pretest-posttest control group. The experiment was engeged in cooperative learning in mathematics subject and the control group only learned mathematic subject in traditional methods. The instrument was students' readiness questionaire with reliability coefficient of 0.913. The results showed that cooperative learning methods improved the mathematics learning readiness of Islamic Junior High School students. Mathematics learning readiness is important to improved before the students learn mathematics in class.

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Juliati, Juliati, Muhammad Firman, and Derry Nugraha. "IMPROVING MATHEMATICAL COMMUNICATION CAPABILITIES BY REALISTIC MATHEMATICS APPROACH." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (2018): 338. http://dx.doi.org/10.22460/jiml.v1i3.p338-344.

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The background of this study is the lack of mathematical communication skills (MCS) of junior high school students in Cimahi. This study aims to examine the achievement and improvement of MCS of junior high school students in Cimahi by realistic mathematical approaches. This study involved two groups, namely the experimental group and the control group. All groups were given a pretest and posttest. The experimental group obtained mathematics learning with realistic mathematical approaches as treatment and control groups obtained mathematics learning as usual as a treatment. This research method is an experimental research with pretest-posttest control group design, namely the design of the pretest posttest control group that involves two groups and randomly sampled classes. The population in this study were junior high school students in Cimahi, while the sample consisted of two randomly selected classes. Obtained class VIII M (experimental class) and class VIII K control class. The instrument used was a 5-item MCS description test, then the skills scores MCS students' were analyzed with descriptive and inferential statistics using assistance Minitab 17. Based on the results of the study, it was concluded that the achievement and improvement of students' MCS using mathematical realistic approaches were better than students who used ordinary learning.

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Benner, Peter, Daniel Kressner, and Hoang Xuan Phu. "Numerical Mathematics and Control." Vietnam Journal of Mathematics 48, no. 4 (2020): 615–20. http://dx.doi.org/10.1007/s10013-020-00451-x.

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Fitria, Imraatul Husna, Adri Nofrianto, and Mira Amelia Amri. "PENGGUNAAN TURNAMENT DALAM METODE PENEMUAN TERBIMBING DALAM PEMBELAJARAN MATEMATIKA." THEOREMS (THE jOuRnal of mathEMatics) 7, no. 1 (2022): 18–26. http://dx.doi.org/10.36665/theorems.v7i1.576.

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The purpose of this research is to know the influence of implementing Guided Discovering Method that is followed by a competition at the end of Mathematic learning class VIII science SMPN 4 Pariaman.This research was a pre-experimental design with randomized control group only design. Based on the final test result of learning gained an average of mathematics learning outcomes in experimental class average of 78,14 and mathematics learning outcomes control class 72,89. T-test analysis results obtained tcount = 1,842 and ttable = 2,007 in the real level of 0.05 with df = 53, so tcount< ttable. This resulted tcount be in the region of rejection Ho in other words H1 accepted that the results of the experimental class students learn mathematics better than the control class. Based on data analysis can be implementing Guided Discovering Method that is followed by a competition at the end of Mathematic learning class VIII science SMPN 4 Pariaman.

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Nurhaleni, Nurhaleni, Kasman Ediputra, and Astuti Astuti. "The Influence of the Connected Mathematics Project Model on Mathematics Learning on Students’ Mathematics Learning on Students’ Mathematical Reasoning Abilities at SMAN 2 Rumbio Jaya." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 5174–79. http://dx.doi.org/10.33487/edumaspul.v7i2.7147.

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This research was motivated by the problem of low mathematical reasoning ability of students in mathematics learning in grade XI SMAN 2 Rumbio Jaya. One solution to overcome this problem is to use the connected mathematics project (CMP) learning model. The purpose of this study was to improve the mathematical reasoning ability of high school students. This type of research is quasi-experimental research or pseudo-experiments involving two classes that are given different treatments, namely the experimental class and the control class. The research subjects consisted of class XI where class XI IPS1 was an experimental class with a total of 19 people and class XI IPS2 in the form of a control class with a total of 21 people. The sample technique uses simple random sampling. Before being given experimental class treatment and control class is first given a test, namely pretest, and after being given experimental class treatment and control class given posttest test. The results of this study, students' mathematical reasoning ability in the control class was found to be on average in the control class of 76.19 while in the experimental class it was found to be an average of 83.00. So that the Connected Mathematics Project model has a significant effect on the mathematical reasoning ability of grade XI students of SMA Negeri 2 Rumbio Jaya. This is evidenced by an independent t-test, where the sig value is 0.000 < 0.05.

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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.

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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) assisted by number hours, it is expected to be able to improve student learning achievement in the addition operation material at SDN Batulawang. This research uses quantitative research using quasi experimental methods with the Nonequivalent Control Group Design. This research was conducted in SDN Batulawang with a population of thirty people and used a systematic sample that divided students into two classes using even odd numbers, so that the control class was fifteen people and the experimental class fifteen people. Data collection techniques were carried out through pretest and posttest. Data were analyzed using SPSS.

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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.

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Pratiwi, Diyanti Jati, Tatag Yuli Eko Siswono, and Neni Mariana. "The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills." IJORER : International Journal of Recent Educational Research 3, no. 3 (2022): 312–22. http://dx.doi.org/10.46245/ijorer.v3i3.217.

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The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02<0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01<0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability

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Adiani, Ni Putu, and Maria Goreti Rini Kristiantari. "The Positive Impact of Auditory Intellectually Repetition Learning Model Assisted by Domino Card on Mathematics Learning Outcomes." International Journal of Elementary Education 4, no. 3 (2020): 270. http://dx.doi.org/10.23887/ijee.v4i3.25488.

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This research-based on problems in students learning outcomes is still low because students are still difficult in understanding mathematics formulas and consider mathematics as difficult learning. This research aimed to know the effect of the Auditory Intellectually Repetition learning model assisted by domino card results on student mathematics learning outcomes grade IV Research design used a nonequivalent control group. The population was 9 groups which amounts to 338 students. Sampling used cluster random sampling technique when chosen experimental group total of 35 students and control group total of 40 students. Objective test type multiple choice used as data collection instruments. Data obtained was data on learning outcomes in mathematics in the cognitive realm and analyzed used uji-t by formula polled variance, analysis result obtained was tcount=3,818 > ttable =1,666, this showed Auditory Intellectually Repetition learning model-assisted domino card give effect to student mathematics learning outcomes. So with the enactment of this model can simplify the way students learn in understanding mathematic formulas.

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Yanto, Yanto, Jajang Rahmatudin, and Rifqi Hidayat. "PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN KEPERCAYAAN DIRI SISWA MELALUI REALISTIC MATHEMATIC EDUCATION." Integral : Pendidikan Matematika 9, no. 1 (2019): 63–72. http://dx.doi.org/10.32534/jnr.v9i1.776.

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The research is based on the law of mathematics conceps understanding and the less of the students’s activation in learning process. The research is Quasi Experimental research. The research design is used Nonequivalent Control Group Design and sample collection technique is SamplingPurposive. The sample of the research is the 7th qraders39 student class 7th E is classes eksperimental and 39 student class 7th D is classes control. The population in the research is the students of class SMPN 2 Kapetakan Kabupaten Cirebon, academic year 2016/2017 The instrument used in the research is mathematics concept understanding skill test and student’s observation sheet. Test of the difference of the average of post-test using the test of Independent Sample T-Test equals sig (1-tailed) score 0,001< 0,05 means H0 ejjected. And then the difference of the average using of N-gain using the test of Independent Sample t-test equals sig score (1-tailed) 0,000 < 0,05 means H0 ejjected. And then the test of the difference of the average of self confident using the test of mann whitney U test sig (1-tailed) score 0,0005< 0,05 means H0 ejjected. The research result shows that: (1). The improvement of mathematics conceps understanding skill which is using realistic mathematic educationis better than the students who are learning by conventional learning process. (2). self confident in those students who are learning by mathematic realistic mathematic educationis better than the students who are learning by conventional learning process. Key Words: Realistic mathematic education and mathematics concept understanding

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Fortuny Aymeri, José Ma. "Information and control in mathematics education." Educar 17 (February 1, 1990): 53. http://dx.doi.org/10.5565/rev/educar.517.

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Jackson, Traci. "Releasing Control: Answers to Questions." Mathematics Teacher: Learning and Teaching PK-12 117, no. 11 (2024): 856–59. http://dx.doi.org/10.5951/mtlt.2024.0127.

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Samron, Samron, and Safarudin. "Pengaruh Model Pembelajaran Realistic Mathematic Education Terhadap Kemampuan Berpikir Kritis Matematis Siswa SMP." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 10, no. 1 (2022): 63–74. http://dx.doi.org/10.25139/smj.v10i1.4385.

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Abstract Entering the life of the industrial revolution 4.0, high-level abilities must be possessed by every student including the ability to think critically in mathematics. Developing and improving students' mathematical critical thinking skills requires a learning model that can allow students to develop ideas by relating students' real lives. The learning model that relates to the real-life of students in the learning process is the realistic mathematics education, learning model. This study aimed to determine the effect of the realistic mathematics education learning model on the mathematical critical thinking skills of junior high school students. This type of research is quasi-experimental with a pretest-posttest control group design in class VIII SMP Negeri 9 Baubau with as many as 2 classes consisting of 1 experimental class and 1 control class. Sampling using a purposive sampling technique. Data were analyzed using t-test analysis. The results showed: (1) the realistic mathematics education learning model had an effect on increasing students' mathematical critical thinking skills; (2) the realistic mathematics education learning model has a better effect than conventional learning models on increasing the mathematical critical thinking skills of junior high school students.  Keywords: Learning Models, Realistic Mathematics Education, Critical Thinking.  Abstrak Memasuki kehidupan revolusi industri 4.0, kemampuan tingkat tinggi harus dimiliki setiap siswa diantaranya kemampuan berpikir kritis matematis. Mengembangkan dan meningkatkan kemampuan berpikir kritis matematis siswa membutuhkan model pembelajaran yang bisa memberikan keleluasan kepada siswa untuk mengembangkan ide dengan mengaitkan kehidupan nyata siswa. Model pembelajaran yang mengaitkan kehidupan nyata siswa dalam proses pembelajaran yaitu model pembelajaran realistic mathematics education. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran realistic mathematics education terhadap kemampuan berpikir kritis matematis siswa SMP. Jenis penelitian ini merupakan penelitian eksperimen semu dengan pretes-postest control group desain pada siswa kelas VIII SMP Negeri 9 Baubau sebanyak 2 kelas yang terdiri dari 1 kelas eksperimen dan 1 kelas kontrol. Pengambilan sampel dengan menggunakan tehnik purposive sampling. Data dianalisis menggunakan analisis uji-t. Hasil penelitian menunjukkan: (1) model pembelajaran realistic mathematic education berpengaruh terhadap peningkatan kemampuan berpikir kritis matematis siswa; (2) model pembelajaran realistic mathematic education berpengaruh lebih baik dari pada model pembelajaran konvensional terhadap peningkatan kemampuan berpikir kritis matematis siswa SMP. Kata Kunci: Model Pembelajaran, Realistic Mathematic Education, Berpikir Kritis.

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Baroody, Arthur J. "The Value of Informal Approaches to Mathematics Instruction and Remediation." Arithmetic Teacher 33, no. 5 (1986): 14–18. http://dx.doi.org/10.5951/at.33.5.0014.

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School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.

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Loka, Ni Putu Diah Pita, I. Wayan Widana, and I. Ketut Gading. "PENGARUH MODEL REALISTIC MATHEMATICS EDUCATION BERBASIS DARING TERHADAP HASIL BELAJAR MATEMATIKA DAN SELF EFFICACY SISWA." Jurnal Ilmiah Pendidikan Citra Bakti 9, no. 2 (2022): 397–405. http://dx.doi.org/10.38048/jipcb.v9i2.689.

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Penelitian ini bertujuan untuk: 1) mengetahui pengaruh model Realistic Mathematics Education berbasis daring terhadap hasil belajar matematika daripada siswa yang mengikuti pembelajaran konvensional, 2) mengetahui pengaruh model Realistic Mathematics Education berbasis daring terhadap self efficacy siswa daripada siswa yang mengikuti pembelajaran konvensional, 3) mengetahui pengaruh model Realistic Mathematics Education berbasis daring terhadap hasil belajar matematika dan self efficacy daripada siswa yang mengikuti pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimen semu menggunakan post-test only control group design. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Negara tahun Pelajaran 2021/2022 sebanyak 328 siswa yang terbagi menjadi 9 kelas, dalam penelitian ini sampel yang digunakan 72 siswa yang terbagi menjadi 2 kelas yaitu kelas eksperimen dan kelas control. Sampel ditentukan dengan tekhnik random sampling, sebelum memilih dua kelas secara acak dilakukan uji kesetaraan dengan menggunakan ANAVA satu jalur untuk mengetahui bahwa populasi setiap kelas setara. Instrumen penelitian yang digunakan berupa tes hasil belajar matematika dan angket self efficacy. Data yang diperoleh dianalisis menggunakan uji MANOVA. Hasil analisi menunjukan: 1) Terdapat perbedaan hasil belajar matematika antara siswa yang mendapat pembelajaran dengan model Realistic Mathematis Education dan siswa yang mengikuti pembelajaran konvensional dengan nilai signifikansi 0,007. 2) Terdapat perbedaan Self Efficacy Siswa antara siswa yang mendapat pembelajaran dengan Realistic Mathematis Education dan siswa yang mengikuti pembelajaran konvensional signifikansi 0,000. 3)Terdapat perbedaan secara simultan hasil belajar dan Self Efficacy Siswa antara siswa yang mengikuti Realistic Mathematis Education dan siswa yang mengikuti pembelajaran konvensional signifikansi 0,000. Dengan demikian pembelajaran dengan model Realistic Mathematics Education berpengaruh positif terhadap hasil belajar matematika dan Self Efficacy siswa.

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El Bhih, Amine, Youssef Benfatah, Habib Hassouni, Omar Balatif, and Mostafa Rachik. "Mathematical modeling, sensitivity analysis, and optimal control of students awareness in mathematics education." Partial Differential Equations in Applied Mathematics 11 (September 2024): 100795. http://dx.doi.org/10.1016/j.padiff.2024.100795.

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R Vergara, Christopher. "Mindset and Self-Control: Exploring its Relationship and Differences in Mathematics Performance." International Journal of Science and Research (IJSR) 10, no. 2 (2021): 637–41. https://doi.org/10.21275/sr21205085118.

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Bock, Igor, and Ján Lovíšek. "Optimal control problems for variational inequalities with controls in coefficients and in unilateral constraints." Applications of Mathematics 32, no. 4 (1987): 301–14. http://dx.doi.org/10.21136/am.1987.104261.

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Chen, Hao, and Zhuo Qi Li. "Research on Fuzzy Mathematics in PID Control." Applied Mechanics and Materials 608-609 (October 2014): 875–79. http://dx.doi.org/10.4028/www.scientific.net/amm.608-609.875.

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Aiming at the limitation of traditional PID algorithm in the field of control, the fuzzy control theory and traditional PID control algorithm are combined to realize parameter self-tuning function, a fuzzy self-tuning PID controller, and this algorithm is analyzed in-depth study. It provides a new solution of modern industrial control problem that combining with fuzzy control technology and PID control technology. The FPGA has high integration, short development cycle, the characteristics of strong reusability; fuzzy PID controller has a good practical value and optimistic application prospect based on FPGA.

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Lu, Qi-Shao. "Preface Computer mathematics in dynamics and control." International Journal of Computer Mathematics 85, no. 6 (2008): 851–52. http://dx.doi.org/10.1080/00207160802210800.

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Efriani, A., N. Aisyah, and Indaryanti. "Control and rationalism value in mathematics modelling." Journal of Physics: Conference Series 1480 (March 2020): 012015. http://dx.doi.org/10.1088/1742-6596/1480/1/012015.

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Rossiter, J. A., and C. Patel. "Techniques for helping control engineers learn mathematics." IFAC Proceedings Volumes 45, no. 11 (2012): 34–38. http://dx.doi.org/10.3182/20120619-3-ru-2024.00007.

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Dockery, John. "Mathematics of command and control (C2) analysis." European Journal of Operational Research 21, no. 2 (1985): 172–88. http://dx.doi.org/10.1016/0377-2217(85)90029-3.

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Gregg, Jeff. "Discipline, control, and the school mathematics tradition." Teaching and Teacher Education 11, no. 6 (1995): 579–93. http://dx.doi.org/10.1016/0742-051x(95)00013-a.

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Visser, Diana, and Joseph J. Heijnen. "The Mathematics of Metabolic Control Analysis Revisited." Metabolic Engineering 4, no. 2 (2002): 114–23. http://dx.doi.org/10.1006/mben.2001.0216.

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Charity Neejide Onyishi. "Differentiated Instruction in Improving Students’ Task-persistence in Inclusive Education Settings: The Mediating Effects on Prior-achievement Gaps." Didaktika: Jurnal Kependidikan 13, no. 3 (2024): 3005–24. http://dx.doi.org/10.58230/27454312.1151.

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Increasing emphasis is laid on non-cognitive academic skills such as persistence for explaining and improving learners’ success and progress in learning and achievements. Research shows that poor task-persistence in accountable for poor students’ achievements. This study investigated the effect of differentiated instruction on students’ task-persistence in inclusive Education setting. The study further sought to find out the moderating effects of prior-achievement on mathematics task-persistence of students taught with differentiated instruction compared to those in control condition. The study adopted a pretest-posttest control group quasi-experimental research design involving one experimental group and one control group. A total of 158 Senior Secondary II students and 4 mathematics teachers, from 4 intact inclusive classes participated in the study. Three instruments; Academic Task-persistence Scale (ATPS); Open-ended mathematics task (OEMT) and Prior -Achievement Record Sheet (SPMAS) were used for data collection. Data were analyzed using descriptive statistics and Repeated measures Analysis of Variance (ANOVA). Findings revealed that differentiated instruction significantly improved academic task-persistence of students compared to control condition. Prior-achievement had significant influence on the students’ persistence in mathematic task, which was mediated by DI. It was concluded in the study that differentiated instruction encourages active participation of students and enhances their task-persistence.

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Surianta, I. Made. "EFFECT OF CONTEXTUAL LEARNING AND ICT MEDIA USE TOWARDS THE ACHIEVEMENT OF MATHEMATICS LEARNING STUDENTS OF NEGERI SMP 1 BANJARANGKAN." Jurnal Ilmiah Disdikpora 1, no. 2 (2013): 36–46. https://doi.org/10.5281/zenodo.4308870.

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The purpose of the are: (1) to describe the differences between the mathematics achievement of students who followed the contextual learning with students who followed the conventional learning, (2) to describe the differences between the mathematics achievement students who used ICT media with students who used the conventional media, (3) to describe interaction effect between learning approach and the used of media on mathematics learning achievement. This research was carried out in SMP Negeri 1 Banjarangkan involving 132 students selected by random sampling technique to the class. The design of the study was quasi experimental method with Posttest-Only Control Group Design. The independent variables in this study is the contextual approach which is given in the experimental group and the conventional teaching provided in the control group. Moderator variables are the ICT media and the conventional media. As the dependent variable in the research is mathematics learning achievement. Mathematic learning achievement test as the research instrument used in capturing data. Data analysis using two pathways ANOVA and Tukey test. Based on the analysis of the data that has been done, the results are obtained. (1) Mathematics learning achievement of students who followed the contextual learning is significantly better than mathematics learning achievement of students who followed the conventional learning with a count of Q 4.197. (2) Mathematics learning achievement of students who used media ICT is significantly better than mathematics learning achievement of students who used the conventional media with the number of Q 3.336. (3) There was interaction influence between the applied learning model with the instructional media used in the impact on student mathematics achievement by F test 18.649

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Ichtiari, Atina Rahmah, Dahlia Fisher, Taufik Rahman, and Siti Ainor Mohd Yatim. "Enhancement of students’ mathematical connection through Knisley mathematics learning model assisted by GeoGebra." Jurnal Elemen 10, no. 1 (2024): 28–42. http://dx.doi.org/10.29408/jel.v10i1.19786.

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This study aims to determine whether the increase in the mathematical connections of students who receive the Knisley mathematics learning model is higher than students who receive conventional learning models. The method used in this study was a quasi-experimental design with a nonequivalent control group. This study involved two classes: an experimental class and a control class. Students in the experimental class learned with the Knisley mathematics learning model assisted by GeoGebra, while students in the control class received learning with conventional learning models. This research involved 50 students in class. The study was conducted with the object of this research, which is the ninth grader students in one of the public junior high schools in Bandung. The results showed that the increase in the mathematical connections of students who received the Knisley mathematics learning model was more elevated than that of students who received conventional learning. Knisley's mathematics learning model provides space for students to build their knowledge and can facilitate students in fulfilling mathematical connection indicators. Learning using GeoGebra can increase student enthusiasm. Student activeness in learning can be increased by applying the GeoGebra-assisted Knisley mathematics learning model.

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Krickeberg, K. "Some mathematics." Journal of Contemporary Mathematical Analysis 44, no. 1 (2009): 3–8. http://dx.doi.org/10.3103/s1068362309010026.

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Mevarech, Zemira R., and Vivian Iddini. "Developing Young Children's Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding." Journal of Cognitive Education and Psychology 20, no. 2 (2021): 179–89. http://dx.doi.org/10.1891/jcep-2021-0016.

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The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab sector (age 5–6 years old). The kindergarten students were randomly assigned to three research groups, 20 children in each group, as follows: (a) using a mathematics EB; (b) using the same EB supported with metacognitive scaffolding (EBM); and (c) a control group who studied with no EB and no metacognitive scaffolding. Results indicated that the EBM group significantly outperformed the EB and control group on both mathematics reasoning and mathematics knowledge; the EB group significantly outperformed the control group on mathematics reasoning, but the differences between the EB and control groups on mathematics knowledge were not significant. Educational implications of the study are discussed.

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Kudarov, R., I. Mikulik, and E. Blagoveshchenskaya. "Application of a method for student academic performance control." E3S Web of Conferences 389 (2023): 08027. http://dx.doi.org/10.1051/e3sconf/202338908027.

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A method for monitoring the results of academic performance of students in a mathematical discipline is considered. As part of the monitoring method, a mathematics testing system was developed, implemented on the basis of the Moodle distance learning system platform. A bank of questions was compiled, including more than 600 tasks in elementary Mathematics and more than 900 tasks in Further Mathematics, on the basis of which tests were created to check the progress of students. To analyze the results of intermediate testing in mathematics, the rank correlation coefficients of Spearman and Kendall were calculated. A comparison of the results of tests conducted in the classroom and remotely.

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Abd Latib, Norhafinas, Mohd Nizam Edrusi, and Junaidah Muhamad. "ONLINE LEARNING DURING MOVEMENT CONTROL ORDER TOWARDS MATHEMATIC." International Journal of Modern Education 3, no. 8 (2021): 91–103. http://dx.doi.org/10.35631/ijmoe.38008.

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Online learning is a new learning method that all students need to follow during movement control commands. Therefore, this study was conducted to examine student’s perceptions of online mathematics learning, identify online mediums for mathematics learning preferred by students and identify differences between gender on online mathematics teaching and learning during the period movement control order. This study is a descriptive quantitative study that uses questionnaires as research instruments. The questionnaire was distributed online using Google Form and completed by students learning Mathematics subjects in June 2020 session at Gerik Community College. The number of respondents for this study is 32 people. The analysis was conducted in the form of frequency, mean score, and T-Test. The results of the study found that students’ perceptions using online method towards mathematics is at a high level. Students also like learning using telegram medium compared to Google Classroom. The T-Test found there are no significant differences between male and female students on online learning using Telegram and Google Classroom. This study can help lecturers to improve the quality of teaching and learning online and ensure that all students do not fall behind in current technological developments.

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Arenas, Joel, and Yiu Kwong Man. "Academic Achievement and Life Satisfaction of Students in Mathematics in Positive Education Intervention." International Journal of Social Sciences and Humanities Invention 7, no. 04 (2020): 5910–18. http://dx.doi.org/10.18535/ijsshi/v7i04.04.

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Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.

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Purnamatati, A. M. Mega, Herlina Usman, and Elih Yunianingsih. "Influence a Realistic Mathematics Education Approach and Motivation on Students' Mathematical Reasoning Ability." Journal of Instructional Mathematics 4, no. 1 (2023): 13–20. http://dx.doi.org/10.37640/jim.v4i1.1618.

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The purpose of the research was to provide knowledge of the effect of the Realistic Mathematics Education (RME) approach and motivation on students' mathematical reasoning abilities. This quasi-experimental study employed a pretest-posttest control group design, focusing on fifth-grade students at SDN Lulut 05, Klapanunggal District. Class VA was selected as the experimental group, while class VB served as the control group using purposive sampling. Data analysis involved the N-gain formula and t-test. The results shown: (1) There is a difference in the increase in students' mathematical reasoning ability after being given the RME approach indicated by the N-gain value of 55.5 in the medium category and for the experimental class 36.8 in the low category, then the control class in the t-test (independent) so that the Sig value is obtained. 0.001<0.005, as for deciding in the independent sample t-test. It is concluded that there is a significant difference between the average score mathematical reasoning ability by students treated with the RME approach and the Conventional approach. (2) There is an influence of the RME approach on students' mathematical reasoning abilities with an effect size score of 1.44 which is in the high category.

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Haswati, Desty, and Dian Nopitasari. "Implementasi Bahan Ajar Persamaan Diferensial dengan Metode Guided Discovery Berbantuan Software Mathematica untuk Meningkatkan Pemahaman Konsep." Jurnal Gantang 4, no. 2 (2019): 97–102. http://dx.doi.org/10.31629/jg.v4i2.1358.

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This study aims to examine the increase in student’s mathematical conceptual understanding ability using differential equation teaching materials using Guided Discovery assisted by Mathematica software. This study is a quasi-experimental with pretest posttest Control Group Design. The research subjects were the sixth semester students of Mathematics Education Study Program, Muhammadiyah University of Tangerang, with a sample of as many as two classes selected by simple random sampling technique. The experimental class uses differential equation teaching materials with the Guided Discovery method assisted by Mathematica software and the control class using ordinary teaching materials. The results of the study showed that an increase in mathematical conceptual understanding ability of the experimental class was higher than the control class. The average normalized gain of students in the experimental class is in the high and medium categories. While the control class is in the medium and low category. The normalized gain difference in the experimental class is better than the control class.

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', Herlina. "PENGARUH PENDEKATAN APTITUDE TREATMENT INTERACTION (ATI) TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII SMP NEGERI 25 PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 4, no. 1 (2015): 79. http://dx.doi.org/10.33578/jpfkip.v4i1.2726.

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This research intent to see how big influence of approaching aptitude treatment interaction (ATI) to mathematics concept grasp student brazes VIII SMP Country 25 Pekanbaru. This research constitute my research experiment attention. Subjec in observational it is student braze VIII4 as agglomerate as experiment by totals student 40 person and VIII3'S classes as agglomerate as controls by totals students 40. Base analisis data to pretes's score to know student startup ability on agglomerate experiment and control group. On student experiment group that will study by ATI'S approaching has average early learned result mathematics (pretes) as big as 17,15. Meanwhile on group controls student who will study by ordinary learning (conventional) have average early learned result mathematics (pretes) as big as 13,85. Analisis is data to postes's score on agglomerate learned student experiment with ATI'S approaching has average final learned result mathematics (postes) as big as 74,63. Meanwhile on group controls learned student with ordinary learning (conventional) have average final learned result mathematics (postes) as big as 62,93. Of quiz result distinctive both of average usufruct to study mathematics finals (postes) that points out that there is difference which signifikan among both of experiment class with control class.Keywords: aptitude treatment interaction (ATI), mathematics concept

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Haris, Denny. "USING VIRTUAL LEARNING ENVIRONMENT ON REALISTIC MATHEMATICS EDUCATION TO ENHANCE SEVENTH GRADERS’ MATHEMATICAL MODELING ABILITY." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (2022): 152–59. http://dx.doi.org/10.24114/sejpgsd.v12i2.35387.

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Many research studied that realistic mathematics education (RME) can be an alternative solution to students’ difficulties in learning mathematics. Various forms of technology additionally are further employed to support students' mathematical achievements. However, research on the implementation of virtual learning environments (VLE) with the RME approach is still lacking. The main goals of this research were to create an instructional process of virtual learning environments on realistic mathematics education to improve seventh graders' mathematical modeling abilities and to examine the effect of designs on mathematical modeling ability. Theory of realistic mathematics education and virtual learning environment literature were integrated. The design model developed was verified by experts to be tested. The pre-test / post-test test method was carried out to see the effectiveness of the design. The sixty-seventh graders from a secondary school in North Sumatera were selected as samples. The instructional process developed consists of four stages, namely (1) purposing contextual problems, (2) defining situations from contextual problems, (3) solving problems individually or in groups, and (4) reviewing and comparing solutions. The developed virtual learning environment consists of 5 components, namely (1) users management, (2) content and activities management, (3) resources management, (4) visualization and communication management, and (5) evaluation and assessment management. The mathematical modeling ability concerning experimental group students is significantly higher after being taught through a realistic mathematics education instructional process via a virtual learning environment. Comparison of the experimental group with the control group also showed the same results.

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Mohammed Alhaji Dauda, Mohammed Sani Galadima, and Ibrahim Mohammed Dibal. "New strategy to control the rate of mathematics failure in secondary schools." World Journal of Advanced Research and Reviews 15, no. 1 (2022): 297–305. http://dx.doi.org/10.30574/wjarr.2022.15.1.0688.

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This paper was set up to determine the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). To achieve this, a case study was adopted which targeted three different secondary schools in Damaturu of Yobe state. Participants would be randomly chosen and only those learners doing ‘O’ leve mathematics. Teachers who teach mathematics at ‘O’ level will also be targeted. The information will be gathered through the use of questionnaire, documents analysis, interview and observations. Many researchers/authors showed that teaching methods, student’s negative attitude towards mathematics, lack of teaching experience by some teachers and lack of adequate resources are some of the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). A number of recommendation would be made about the strategies of teaching mathematics and motivation of students to develop interest in mathematics.

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Dasini, Priya. "Analysis of Realistic Mathematics Approach with Ethnomathematics On Students' Mathematical Communication Ability." Holistic Science 2, no. 2 (2022): 106–10. http://dx.doi.org/10.56495/hs.v2i2.50.

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This study aims to describe the improvement of mathematical communication skills of seventh grade students of SMP Negeri 43 Medan with a realistic mathematics learning approach that is innovated with ethnomathematics. This research is a quantitative research and the population is all class VII, where for class VII-1 as the experimental class and for class VII-2 as the control class, each sample consists of 25 people. From the results of the pre-test data analysis the experimental class is still relatively low with an average value of 52.8 and for the control class it has an average value of 34.4. The results of the post-test data analysis for the experimental class had an increase which obtained an average value of 81.6 and for the post-test class, an average value of 53.2 was obtained. And get the value of x^2 count = 3.864 and x^2 table = 5.991. So, it can be said that all sample groups come from a homogeneous population. From the results of the explanation above, it can be concluded that there is an increase in students' mathematical communication skills with a realistic mathematics learning approach with ethnomathematical nuances

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Yusmi, Annisa Nurul, Andi Halimah, and Fitriani Nur. "The Effectiveness of Realistic Mathematics Approach Application to Improve Students' Mathematical Literacy." JTMT: Journal Tadris Matematika 5, no. 1 (2024): 11–18. http://dx.doi.org/10.47435/jtmt.v5i1.2314.

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Mathematical literacy is an individual's ability to formulate, use, and interpret mathematics in various contexts. However, currently students in Indonesia have very low literacy skills. The aim of this research is to test the effectiveness of a realistic mathematics approach in improving students' mathematical literacy skills. This type of research is quasi-experimental using a Nonequivalent Control Group Design, involving 80 students as research samples. The instrument of this research is a test that is valid and reliable, and the data collected was analyzed using the N-Gain test and the Independent Sample t test. The results of this research show that in the experimental class the level of students' mathematical literacy ability was at level 4 at 62.5%, with an average value of students' mathematical literacy ability in the experimental class of 65.48, while in the control class the level of students' mathematical literacy ability was at level 4 it was 62.5%, with an average value of students' mathematical literacy skills in the experimental class of 65.48. So it was concluded that the realistic mathematics approach was effective in improving students' mathematical literacy skills, with the N-Gain Score achieved reaching 61% or quite effective.

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Mohammed, Alhaji Dauda, Sani Galadima Mohammed, and Mohammed Dibal Ibrahim. "New strategy to control the rate of mathematics failure in secondary schools." World Journal of Advanced Research and Reviews 15, no. 1 (2022): 297–305. https://doi.org/10.5281/zenodo.7743049.

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This paper was set up to determine the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). To achieve this, a case study was adopted which targeted three different secondary schools in Damaturu of Yobe state. Participants would be randomly chosen and only those learners doing ‘O’ leve mathematics. Teachers who teach mathematics at ‘O’ level will also be targeted. The information will be gathered through the use of questionnaire, documents analysis, interview and observations. Many researchers/authors showed that teaching methods, student’s negative attitude towards mathematics, lack of teaching experience by some teachers and lack of adequate resources are some of the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). A number of recommendation would be made about the strategies of teaching mathematics and motivation of students to develop interest in mathematics.

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Tatochenko, V., and A. Shypko. "CONTROL AND GRADE COMPETENCE FUTURE TEACHERS OF MATHEMATICS." Information Technologies in Education, no. 26 (April 25, 2016): 126–47. http://dx.doi.org/10.14308/ite000577.

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Barker, H. A., I. T. Harvey, and P. Townsend. "Symbolic mathematics in control system analysis and design." Transactions of the Institute of Measurement and Control 15, no. 2 (1993): 59–68. http://dx.doi.org/10.1177/014233129301500201.

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Wewe, Melkior. "THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT." Journal of Education Technology 1, no. 1 (2017): 13. http://dx.doi.org/10.23887/jet.v1i1.10079.

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This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the learning achievement which used problem based learning model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement.

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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.

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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.

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Zaitsev, P. V., and A. M. Formal’skii. "Paraglider: Mathematical model and control." Doklady Mathematics 77, no. 3 (2008): 472–75. http://dx.doi.org/10.1134/s1064562408030411.

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Armania, Marzan, Siti Eftafiyana, and Asep Ikin Sugandi. "ANALISIS HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR SISWA SMP DENGAN MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 6 (2018): 1087. http://dx.doi.org/10.22460/jpmi.v1i6.p1087-1094.

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Abstract This study aimed to analyze the correlation between Mathematical Communication skill and learning interest of Junior High School students by using The Realistic Mathematic Education (RME) approach. The method used in study is using the Quasi-experimental method, by picking up two different (2) classes occupied by Junior High Students in Bandung Residence, and there will be two (2) classestaken as the sample of this study. the first class (experimental)use the Realistic Mathematics Education (RME) Approach, while the second class (Control) use the usual learning. The questionnaire answer then transformed by using the Method of Successive Interval (MSI), and the data will be tested by using the Product Moment Pearson and Spearmant Theory. The result of this study may point that there is a significant correlation between Mathematical Communication Skill and The Learner's Interest in Studying Mathematics. Keywords: Mathematical Communication, Learning Interests, Realistic Mathematic Education Approach.

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Imaekhai, Lawrence. "Mathematic, A Categorical Imperative for the Training of the Engineering Students in the 21st Century." Recent Trends in Production Engineering 4, no. 2 (2021): 1–6. https://doi.org/10.5281/zenodo.5094809.

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<em>Professionally, engineering is presently the most important discipline mathematically. Innovative development in engineering has stimulated new grounds of mathematical research. Coding theory, signal processing, control theory etc. the interwoven nature between engineering and mathematic creates a mathematic relevance, in the engineering education. In the last thirty years, demands of the engineering profession and adequate mathematical ability of the engineering students has resulted to a change in the scope of the mathematics education. Computers and technological developments have resulted to various methods if teaching mathematics, cumulating into the use of modern techniques and method to deliver the engineering student. This research aims at mirroring the mathematical education and reflecting its important nature to engineering education for the 21<sup>st</sup> century engineers. This must be by critically evaluating the curriculum, teaching and measurement-assessments method which is categorically imperative in training engineers.</em>

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Setiana, Dafid Slamet. "EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR MATEMATIKA." EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi 5, no. 2 (2020): 73–80. http://dx.doi.org/10.32764/eduscope.v5i2.815.

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The aim of this study was to find out that cooperative learning model type Student Teams Achievement Division (STAD) was more effective than the direct learning model toward learning outcomes in mathematic. Type of research was quasi-experimental. The sampling technique was done by using cluster random sampling technique. Data collection techniques performed with documentation and test techniques. Research instruments included test of validity, level of difficulty, discrimination power, and reliability. T-test was used to analyze the data. After doing the research, the researcher found that the average score of experimental class was higher than the control class. It represented through description of mathematics learning outcomes scores. T-test showed that the STAD type cooperative learning model was more effective than the direct learning model toward learning outcomes in mathematics. Keyword: effectiveness, student teams achievement division (STAD), learning outcomes, mathematics

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Bandala, Modjahidin, and Leorence Tandog. "Mathematical Task Modification for Higher Cognitive Demand and Mathematics Achievement of Students." Psychology and Education: A Multidisciplinary Journal 31, no. 6 (2025): 639–47. https://doi.org/10.5281/zenodo.14814695.

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Mathematics education plays a vital role in developing students' critical thinking and problem-solving skills. However, many instructional materials and practices tend to focus on tasks that require only lower-level cognitive demands, potentially limiting students' growth in higher-order thinking skills. This study was conducted to determine the effectiveness of modified mathematical tasks designed for higher cognitive demand on the mathematics achievement of Grade 10 students. Both descriptive and quasi-experimental designs were employed to describe the mathematical tasks in the Simplified Self-Learning Module (SSLM) and compare the achievements of the students in the experimental and control groups. The experimental group was introduced to higher cognitive demand tasks, while the control group was taught using the SSLM. Results of the study revealed that, based on the number of items, most of the tasks in the SSLM for Mathematics Grade 10 are at lower cognitive demand levels, particularly procedures without connections. Many students using the SSLM remained stagnant in performance, suggesting that current instruction utilizing the SSLM is insufficient in significantly boosting cognitive performance. Conversely, mathematical task modification was highly effective in enhancing achievement and improving students’ performance on tasks that require higher-level cognition. This study highlights that well-designed tasks are crucial for developing higher-order thinking skills and improving educational outcomes.  

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Journal articles on the topic 'Mathematics and Control'

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