Cholis Sa’dijah

Pointing Gesture and Speech of Teachers in Mathematics Learning Accordingto Information, Initiation, and Feedback

The purpose of this research is to describe the pointing gesture and teachers speech SMPN 2 and SMPN 4 Ternate in learning mathematics accordingto information, initiation and feedback. Pointing gesture forms an integrated system with assertive and directive speech and contributes to mathematics learning. Information as an explanation in the conversation and example. Initiation in classroom conversation is a form of opening speech as a trigger/stimulus performed by the teacher with the aim of obtaining student responses. Feedback is teachers comment on student response. The type of research is case study. In this research, case studies aimed at pointing gestureaccompanied by teachers assertive speech in information, pointing gestureaccompanied by teachers directive speech in initiation and pointing gesture accompanied by teachers assertive in feedback. The result of this research are (1) pointing gesture accompanied by teachers assertive speechin information, that is teacher giving explanation to student about concept or idea of mathematics in exchange structure of conversation of learning mathematics specially information, (2) pointing gesture accompanied by teachers directive speech in initiation, that is the teacher asks the students questions about the concept or idea of mathematics in the structure of the exchange of conversation learning mathematics especially initiation and (3) pointing gesture accompanied by teachers assertive speech in feedback, the teacher explains/elaborates concepts or mathematical ideas and affirming or justifies student answers.

Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes. Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group