The Influence of Active Knowledge Sharing Strategies and Initial Ability of Students' Mathematical Ability

DOI

10.2991/icoie-18.2019.50How to use a DOI?

Keywords

Active knowledge sharing, concept understanding and mathematical communication, initial

Abstract

In this study, researchers compare mathematical abilities between students who use Active Knowledge Sharing Strategies and students who are taught by using conventional approaches. The type of research used is Quasi Experiment. The population of this study was the fourth grade students of Group VIII Kec. Koto Tangah Padang City. Sampling technique used wasrandom sampling. Selected as the experimental class were the fourth grade students of SDN 50 Kampung Jambak and the control class was the fourth grade students of SDN 37 Sungai Bangek. The instrument used in this study was a test consisting of an initial ability test and a concept understanding test and mathematical communication skills. The data obtained were analyzed using t-test and two-way ANAVA. The results of the analysis show that: (1) Understanding the mathematical communication concepts and abilities of students with active knowledge sharing strategies is higher than students who learn with conventional learning. (2) Understanding the mathematical communication concepts and abilities of high and low initial ability students taught with active knowledge sharing strategies is higher than those taught with conventional learning. (3) There is no interaction between the learning model and the initial ability to influence the understanding of concepts and initial abilities in influencing the understanding of concepts and mathematical communication skills

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ayunis Ayunis
AU  - Ahmad Fauzan
AU  - Ardipal Ardipal
PY  - 2019/01
DA  - 2019/01
TI  - The Influence of Active Knowledge Sharing Strategies and Initial Ability of Students' Mathematical Ability
BT  - Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)
PB  - Atlantis Press
SP  - 221
EP  - 225
SN  - 2352-5398
UR  - https://doi.org/10.2991/icoie-18.2019.50
DO  - 10.2991/icoie-18.2019.50
ID  - Ayunis2019/01
ER  -