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SOME ATTEMPTS TO IMPROVE THE QUALITY OF TEACHINGLEARNING PROCESSES OF ENGINEERING MATHEMATICS

机译：提高工程数学教学过程质量的几点尝试

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摘要

The quality of Engineering Mathematics teaching-learning processes in udElectrical Technology Study Program Faculty of Technology State University of udYogyakarta has found under expected. In general, more students just listened to udlectures, recorded material and example problems written on the board lecturers and udonly a small percentage of students who want to ask questions. In addition, based on uda little research showed that most students did not have the teaching materials of udlecturer recommended. Therefore, it is necessary for implementing effective learning udstrategies, systematically, and sustained so as to improve the quality of Engineering udMathematics teaching-learning processes.udThe strategies discussed in this paper have been implemented in Electrical udTechnology Study Program Faculty of Technology State University of Yogyakarta in udrecent years. Those strategies are: 1) cooperative learning strategies, 2) contextual udteaching-learning; and 3) blended learning strategy. They implemented by using udclassroom action research approach. udThe teaching-learning strategies have proven increasing the positive attitude udof students toward Engineering Mathematics course. Indicators of success can be udseen from actively participation of students in the class as well as cooperation udamong students in completing the tasks from lecturer, the increasing number of udstudents who dared to ask in the classroom, learning materials can also be obtained udeasily through the internet facilities (e-learning). From the results already obtained udcan be considered quite successful. This is indicated by the percentage of students udwho obtained a score of 60 or more, or classified into the category quite well (C +) udto very good (A) on average by 60,5%, which about 50% previously. Another udcondition is the percentage of students that scored 70 to top of or classified into good udcategory (B) to very good (A) on average by 30%, which about 20% previously.
机译：udYogyakarta国立技术大学电气技术研究计划学院的工程数学教学过程的质量低于预期。通常，更多的学生只是听讲座，录制材料和在董事会讲师上写的示例问题，只有一小部分想问问题的学生。另外，基于 uda的研究很少表明，大多数学生没有 udlecturer推荐的教材。因此，有必要系统地，持续地实施有效的学习策略，以提高工程 ud数学教学过程的质量。 ud本文所讨论的策略已在电气 ud技术研究计划技术学院实施日惹国立大学这些策略是：1）合作学习策略，2）情境 udteaching-learning； 3）混合学习策略。他们使用 udclassroom行动研究方法来实施。 ud教学策略已证明提高了学生对工程数学课程的积极态度。成功的指标可以从学生积极参与课堂活动以及合作 udadong学生完成讲师的任务中看到，越来越多的 ud敢于在课堂上提问的学生，也可以获得学习材料通过互联网设施（电子学习）轻松地进行。从已经获得的结果 ud可以认为是相当成功的。这可以通过获得60分或更高分的学生所占的百分比来表示，或平均分为60.5％（非常好（A））到非常好（A）的类别，以前大约是50％。另一个 udcondition是平均得分为70或被评为“好”类别（B）到“非常好”（A）的学生所占的百分比平均为30％，之前约为20％。

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    Nur Kholis;

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