• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Learning Innovation and Quality Education >Students' Mathematical Problem-Solving Abilities in Terms of Emotional Intelligence with TGT and TAI Models
【24h】

Students' Mathematical Problem-Solving Abilities in Terms of Emotional Intelligence with TGT and TAI Models

机译：与TGT和TAI模型的情绪智能方面的学生数学问题解决能力

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study aims to determine the differences in each learning model of emotional intelligence and the ability to solve mathematical problems of students as well as in the interaction between the two. This research is quasi-experimental research. The population of this study was all eighth-grade students of the State Junior High School in Karanganyar Regency in the academic year 2018/2019. The sample consists of eighth-grade students of State Junior High School 1 Matesih, 1 Jumantono and 3 Tasikmadu which are taken by stratified cluster random sampling. The instrument used to collect data is a test of mathematical problem-solving abilities and student emotional intelligence questionnaires. The technique of data analysis using MANOVA cell is not the same. The results showed that: (1) TGT model provide problem solving abilities better than TAI model on the material side room flat. (2) The TGT model provides students with emotional intelligence that is better than the TAI model in the material of building flat side spaces. (3) In each learning model, mathematical problem solving abilities of students with high emotional intelligence are better than students with moderate and low emotional intelligence, and students with moderate emotional intelligence are better than students with low intelligence. The results of research on eighth grade students with the TGT and TAI models are that students tend to be better at problem solving skills than students who are taught with the direct model, from the results of this study, it is expected that the TGT model is used to teach material to build flat side spaces in eighth grade students.
机译：本研究旨在确定情绪智能的每个学习模式的差异以及解决学生的数学问题以及两者之间的互动。该研究是准实验研究。本研究人口是八年级学生在2018/2019年学年的卡朗尼甘丽晶中初中。该样本由国家初中的八年级学生组成1匹配，1个Jumantono和3个Tasikmadu，由分层集群随机抽样采取。用于收集数据的仪器是对数学问题解决能力和学生情报调查问卷的考验。使用Manova Cell的数据分析技术不一样。结果表明：（1）TGT模型提供比大型模型在材料侧室平板上更好的问题解决能力。 （2）TGT模型为学生提供了情绪智力，这些智能优于建设平面空间的材料中的大型模型。 （3）在每个学习模式中，患有高情绪智力的学生的数学问题的能力优于中等和低情绪智力的学生，患有中等情绪智力的学生比智力低的学生更好。与TGT和TAI模型的八年级学生的研究结果是，学生往往会在问题解决技能方面比由直接模型教授的学生更好，从本研究结果中，预计TGT模型是用于教授材料在八年级学生中建立平坦的侧面空间。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号