The learning strategy through the using of instruction technology interactive animation media (IAM) seen from independence learning mathematics secondary school students
The purpose of this study was to determine influence the model of interactive animations media (IAM), independent learning, and mathematical capability and interaction on student learning outcomes. This study is a quasi-experimental research subjects first semester of grade 12 students of the school...
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| Main Authors: | , , |
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| Format: | Article |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/60475/ |
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| Summary: | The purpose of this study was to determine influence the model of interactive animations media (IAM), independent learning, and mathematical capability and interaction on student learning outcomes. This study is a quasi-experimental research subjects first semester of grade 12 students of the school year 2013/2014. Data collection techniques used in this study is a test method for measuring learning outcomes and mathematical capability review, questionnaires to measure the review independent learning and observation sheet as a result of supporting data affective and psychomotor aspects of learning students. The results showed: (1) there is a learning effect with IAM model significantly to the cognitive aspects of student learning outcomes, but there is no effect on learning outcomes aspects of students' affective and psychomotor aspects; (2) there are significant learning independence and self-reliance of high category learning significantly lower category of the affective aspects of students' learning outcomes, but there is no effect on the cognitive aspects of learning outcomes and psychomotor aspects of the student; (3) there is no effect of high and low mathematical capability of the student learning outcomes; (4) there is an interaction between the IAM model with independent learning significantly to the cognitive aspects of students 'learning outcomes, but there is no effect on learning outcomes aspects of students' affective and psychomotor aspects; (5) there is no interaction between the IAM model with mathematical capability of the student learning outcomes; (6) there is no interaction between the independent learning of the student learning outcomes; (7) there is no interaction between the IAM model with independent learning and mathematical capability of the student learning outcomes. |
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