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Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

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Title: Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning
Language: English
Authors: Syamsuddin, Agustan, Babo, Rosleny, Sulfasyah, Rahman, Sutriani
Source: European Journal of Educational Research. 2021 10(2):581-591.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Mathematical Concepts, Concept Teaching, Concept Formation, Learning Motivation, Student Interests, Mastery Learning, Elementary School Students, Children, Values Education, Moral Values, Social Values, Grade 3, Ethics, Self Efficacy, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2165-8714
Abstract: The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294539
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Research%22"><i>European Journal of Educational Research</i></searchLink>. 2021 10(2):581-591.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2165-8714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
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  Data: EJ1294539
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 581
    Subjects:
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Concept Teaching
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Mastery Learning
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Values Education
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      – SubjectFull: Moral Values
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      – SubjectFull: Social Values
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      – SubjectFull: Grade 3
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      – SubjectFull: Ethics
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning
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