The Library
Learning achievement of extroverted students in algebraic operations by tutorial learning : a single subject research
Tools
Widodo, Sri Adi, Sari, Desi D., Maarif, Samsul, Setiana, Dafid S. and Perbowo, Krisna S. (2022) Learning achievement of extroverted students in algebraic operations by tutorial learning : a single subject research. International Journal of Evaluation and Research in Education (IJERE), 11 (1). p. 99. doi:10.11591/ijere.v11i1.21747 ISSN 2252-8822.
|
PDF
WRAP-learning-achievement-extroverted-students-algebraic-operations-tutorial-learning-Perbowo-2022.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons: Attribution-Share Alike 4.0. Download (347Kb) | Preview |
Official URL: http://dx.doi.org/10.11591/ijere.v11i1.21747
Abstract
The purpose of this study was to improve the learning achievement of extroverted students on algebraic operations using the tutorial method. This type of research was a single subject with AB design, where A is the baseline condition, and B is an intervention condition. The research subjects were selected based on a purposive sampling technique with the help of the Keirsey Temperament Sorter (KTS) test in selecting extrovert subjects. Data collection techniques were using observation and test methods. Observation was used to collect data and record all behavior of extrovert subjects during the study. The tests in this study were the KTS and learning achievement tests. The KTS was used to determine subjects with an extroverted temperament while learning achievement tests are used to determine the ability of extrovert students to solve algebraic operation questions at the junior high school level. The results showed that the tutorial method had a positive effect on extrovert student learning achievement in algebraic operation material. This can be seen from the results of the analysis in conditions and between conditions which show that the intervention condition has a better tendency when compared to the baseline condition to the intervention. Besides that, the mean level obtained at the baseline is 50 and increases in the intervention condition with a mean level of 88.5.
Item Type: | Journal Article | ||||||
---|---|---|---|---|---|---|---|
Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education Q Science > QA Mathematics |
||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Library of Congress Subject Headings (LCSH): | Academic achievement, Extraversion, Tutors and tutoring , Interpersonal relations -- Study and teaching, Educational psychology, Algebra -- Study and teaching | ||||||
Journal or Publication Title: | International Journal of Evaluation and Research in Education (IJERE) | ||||||
ISSN: | 2252-8822 | ||||||
Official Date: | March 2022 | ||||||
Dates: |
|
||||||
Volume: | 11 | ||||||
Number: | 1 | ||||||
Page Range: | p. 99 | ||||||
DOI: | 10.11591/ijere.v11i1.21747 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||
Date of first compliant deposit: | 3 May 2022 | ||||||
Date of first compliant Open Access: | 4 May 2022 |
Request changes or add full text files to a record
Repository staff actions (login required)
View Item |
Downloads
Downloads per month over past year