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Effectiveness of loci method to increase mathematics learning achievement of grade 5th elementary school students

Yıl 2022, Cilt: 3 Sayı: 2, 71 - 85, 30.12.2022

Nur Eva

Öz

Mathematics learning achievement of elementary school students is determined by the learning method used by the teacher. The learning method needed is a method that can help maximize student memory so that students can remember the material well. The Loci method connects certain objects with specific locations so that the individual may easily recall them. The purpose of this study was to empirically test the effectiveness of the loci method on mathematics learning achievement for elementary school students. This experimental research used a quasi-experimental design, with a one-group research design. Six elementary school students participated in this study. Pretest-posttest design with mathematics achievement test and the loci method treatment module were utilized as instruments. Data were analyzed by the paired sample t-test. The results of data analysis found that there is a difference between pre-test and post-test and that the loci approach helps enhance mathematics achievement. The Cohen's d Effect Size test resulted in a score of 77.4%, indicating that the Loci Method is highly effective in boosting mathematics learning achievement for students in elementary school. The implication of this research is that schools are expected to train mathematics teachers to use the loci method to improve students' mathematics learning achievement.

Anahtar Kelimeler

loci method mathematics achievement elementary school students

Destekleyen Kurum

State Elementary School Krenceng 4 Kediri District, East Java, Indonesia and Faculty Psychology Universitas Negeri Malang

Proje Numarası

1

Teşekkür

State Elementary School Krenceng 4 Kediri District, East Java, Indonesia, and Faculty Psychology Universitas Negeri Malang

Kaynakça

  • Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102.
  • Anshorulloh, R. (2008). Efektivitas metode mnemonik dalam meningkatkan daya ingat siswa pada mata pelajaran sejarah di MTs Persiapan Negeri Kota Batu (The effectiveness of the mnemonic method in improving students' memory in history subjects at State MTs Preparation, Batu City). Skripsi. Fakultas Psikologi, Universitas Islam Negeri Malang.
  • Ardika, Y. (2016). Efektivitas metode mnemonik dalam meningkatkan daya ingat dan hasil belajar matematika siswa SMK Kelas X (The effectiveness of the mnemonic method in improving memory and mathematics learning outcomes for students class X, Vocational High School). Jurnal Matematika Kreatif-Inovatif, 7 (1), 66-73 , https://doi.org/10.15294/kreano.v7i1.5006.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills. Springer.
  • Brancucci, A. (2012). Neural correlates of cognitive ability. Journal of Neuroscience Research, 90(7), 1299–1309.
  • Cohen, J. (1992). A power primer. Psychol. Bull. 112, 155–159. doi: 10.1037/0033- 2909.112.1.155
  • Cohen, P. C. (2016). A calculating people: The spread of numeracy in early America. Routledge.
  • Cozolino, L. (2017). The neuroscience of psychotherapy: Healing the social brain. WW Norton & Company.
  • Dalgleish, T., Navrady, L., Bird, E., Hill, E., Dunn, B. D., & Golden, A.-M. (2013). Method-of-loci as a mnemonic device to facilitate access to self-affirming personal memories for individuals with depression. Clinical Psychological Science, 1(2), 156–162.
  • Dembo, M. H., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-regulated learning. Routledge.
  • Dian. (2022). Kemendikbudristek harap skor PISA Indonesia segera membaik (Kemendikbudristek hopes Indonesia's PISA score will improve soon). Radio Edukasi (Online), (https://radioedukasi.kemdikbud.go.id/read/3341/kemendikbudristek-harap-skor-pisa-indonesia-segera-membaik.html), diakses 1 Agustus 2022.
  • Grootenboer, P., & Marshman, M. (2015). Mathematics, affect and learning. Springer.
  • Gross, A. L., Brandt, J., Bandeen-Roche, K., Carlson, M. C., Stuart, E. A., Marsiske, M., & Rebok, G. W. (2014). Do older adults use the method of loci? Results from the ACTIVE study. Experimental Aging Research, 40(2), 140–163.
  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113.
  • Handley, M. A., Lyles, C. R., McCulloch, C., & Cattamanchi, A. (2018). Selecting and improving quasi-experimental designs in effectiveness and implementation research. Annual Review of Public Health, 39, 5–25.
  • Hmelo-Silver, C. E. (2012). Learning theories and problem-based learning. In S. Bridges, C. McGrath, & T. L. Whitehill (Eds.), Problem-based learning in clinical education (pp. 3–17). Springer.
  • Huang, T.-H., Liu, Y.-C., & Chang, H.-C. (2012). Learning achievement in solving word-based mathematical questions through a computer-assisted learning system. Journal of Educational Technology & Society, 15(1), 248–259.
  • Jones, G., & Macken, B. (2015). Questioning short-term memory and its measurement: Why digit span measures long-term associative learning. Cognition, 144, 1–13.
  • Kaplan, A., & Wolf, C. (2017). The conduct of inquiry: Methodology for behavioral science. Routledge.
  • Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23.
  • Khalalia, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432–438.
  • Knapp, T. R. (2016). Why is the one-group pretest–posttest design still used? Clinical Nursing Research, 25(5), 467–472.
  • Legge, E. L., Madan, C. R., Ng, E. T., & Caplan, J. B. (2012). Building a memory palace in minutes: Equivalent memory performance using virtual versus conventional environments with the Method of Loci. Acta Psychologica, 141(3), 380–390.
  • McCabe, J. A. (2015). Location, location, location! Demonstrating the mnemonic benefit of the method of loci. Teaching of Psychology, 42(2), 169–173.
  • McLean, L., & Connor, C. M. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945–954.
  • Mirzeoglu, A. D. (2014). The effects of peer teaching on the university students achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. Educational Research and Reviews, 9(9), 262–271.
  • Mukherji, P., & Albon, D. (2018). Research methods in early childhood: An introductory guide. SAGE.
  • Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Behaviour & Information Technology, 37(7), 647–657.
  • Ni, L. B., & Hassan, N. A. (2019). The use of mnemonic and mathematical mnemonic method in improving historical understanding. International Journal of Educational and Pedagogical Sciences, 13(2), 93–97.
  • Palvio, A. (2014). Intelligence, dual coding theory, and the brain. Intelligence, 47, 141–158.
  • Papadopoulos, I. (2013). Using calculators for assessing pupils’ conceptualization on place-value. International Journal of Mathematical Education in Science and Technology, 44(4), 523–544.
  • Peek, R. (2016). Exploring learner autonomy: Language learning locus of control in multilinguals. International Journal of Multilingualism, 13(2), 230–248.
  • Pressley, M., Levin, J. R., & McDaniel, M. A. (2014). Remembering versus inferring what a word means: Mnemonic and contextual approaches. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 107–127). Psychology Press.
  • Qureshi, A., Rizvi, F., Syed, A., Shahid, A., & Manzoor, H. (2014). The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments. Advances in Physiology Education, 38(2), 140–144.
  • Retnoningsih, O. T. D. (2015). Pengaruh permainan metode loci terhadap asosiasi objek rumus bangun ruang pada remaja di SMPN 5 Madiun (The effect of the loci method game on the association of objects with geometric formulas in adolescents at SMPN 5 Madiun). Skripsi . Madiun: Fakultas Psikologi Universitas Katolik Widya Mandala.
  • Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235–252.
  • Rosa, N. (2022). Yang ditunggu, ini hasil lengkap asesmen nasional 2021 (What's awaited, here are the complete results of the 2021 national assessment). Detik Edu (Online), (https://www.detik.com/edu/edutainment.d-6011654/yang-ditunggu-ini-hasil-lengkap-asesmen-nasional-2021), accessed 7 Agustus 2022.
  • Rowan-Kenyon, H. T., Swan, A. K., & Creager, M. F. (2012). Social cognitive factors, support, and engagement: Early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60(1), 2–15.
  • Salim, M., & Mujtahidah, N. (2020). Penerapan Kurikulum 2013 Revisi 2018 dalam Meningkatkan Prestasi Belajar Siswa: Studi Multi Situs di SMP Raden Fatah Batu dan MTs. Ihyaul Ulum Dukun Gresik (Implementation of the 2013 Revised 2018 Curriculum in Improving Student Achievement: Multi-Site Study at Raden Fatah Batu, Junior High School and MTs. Ihyaul Ulum Shaman Gresik). Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam, 4(1), 86-107. https://doi.org/10.54437/alidaroh.v4i1.146
  • Sasson, I., & Cohen, D. (2013). Assessment for effective intervention: Enrichment science academic program. Journal of Science Education and Technology, 22(5), 718–728. Shrout, P. E., & Lane, S. P. (2012). Psychometrics. In M. R. Mehl & T. S. Conner (Eds.), Handbook of research methods for studying daily life (pp. 302–320). The Guilford Press.
  • Sriyatun, S. (2020). PISA dan TIMSS sebagai acuan AKM (PISA and TIMSS as AKM reference). Gurusiana (online), (http://www.gurusiana.id/read/sitisriyatun/article/pisa-dan-timss-sebagai-acuan-akm-3711194), accessed pada 1 Agustus 2022.
  • Sternberg, R. J. (2012). What is mathematical thinking? In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 319–334). Routledge.
  • Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593.
  • Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200.
  • Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53.
  • Swasty, R. (2022). Hasil asesmen nasional 2021: Literasi numerasi SD butuh perhatian serius (Elementary numeracy literacy needs serious attention). Medcom.id (Online), (https://www.medcom.id/pendidikan/news-pendidikan/ybJr79Ab-hasil-asesmen-nasional-2021-literasi-numerasi-sd-butuh-perhatian-serius), accessed 7 Agustus 2022.
  • Syanthi, Hiunata, C., Sherly, Claudia, J. (2016). Pengaruh metode loci terhadap kemampuan mengingat pelajaran ipa pada siswa Kelas V SD (The effect of the loci method on the ability to remember science lessons in fifth grade elementary school students). Psibernetika, 9 (1), 67-77.
  • Thyer, B. A. (2012). Quasi-experimental research designs. Oxford University Press.
  • Tilley, C. (2016). Body and image: Explorations in landscape phenomenology. Routledge.
  • Williams, S. E., Ford, J. H., & Kensinger, E. A. (2022). The power of negative and positive episodic memories. Cognitive, Affective, & Behavioral Neuroscience, 22, 869–903.
  • Willingham, D. T. (2021). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.
  • Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 1–36). Routledge.
  • Zubaidah, N. (2021). Asesmen nasional hanya akan diikuti siswa Kelas 5, 8 dan 11 (The national assessment will only be followed by Grade 5, 8 and 11 students). SindoNews.com (Online), (https://edukasi.sindonews.com/read/314200/212/asesmen-nasional-hanya-akan-diikuti-siswa-kelas-5-8-dan-11-1611637308)
  • Zull, J. E. (2012). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing.

Yıl 2022, Cilt: 3 Sayı: 2, 71 - 85, 30.12.2022

Nur Eva

Öz

Proje Numarası

1

Kaynakça

  • Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102.
  • Anshorulloh, R. (2008). Efektivitas metode mnemonik dalam meningkatkan daya ingat siswa pada mata pelajaran sejarah di MTs Persiapan Negeri Kota Batu (The effectiveness of the mnemonic method in improving students' memory in history subjects at State MTs Preparation, Batu City). Skripsi. Fakultas Psikologi, Universitas Islam Negeri Malang.
  • Ardika, Y. (2016). Efektivitas metode mnemonik dalam meningkatkan daya ingat dan hasil belajar matematika siswa SMK Kelas X (The effectiveness of the mnemonic method in improving memory and mathematics learning outcomes for students class X, Vocational High School). Jurnal Matematika Kreatif-Inovatif, 7 (1), 66-73 , https://doi.org/10.15294/kreano.v7i1.5006.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills. Springer.
  • Brancucci, A. (2012). Neural correlates of cognitive ability. Journal of Neuroscience Research, 90(7), 1299–1309.
  • Cohen, J. (1992). A power primer. Psychol. Bull. 112, 155–159. doi: 10.1037/0033- 2909.112.1.155
  • Cohen, P. C. (2016). A calculating people: The spread of numeracy in early America. Routledge.
  • Cozolino, L. (2017). The neuroscience of psychotherapy: Healing the social brain. WW Norton & Company.
  • Dalgleish, T., Navrady, L., Bird, E., Hill, E., Dunn, B. D., & Golden, A.-M. (2013). Method-of-loci as a mnemonic device to facilitate access to self-affirming personal memories for individuals with depression. Clinical Psychological Science, 1(2), 156–162.
  • Dembo, M. H., & Seli, H. (2016). Motivation and learning strategies for college success: A focus on self-regulated learning. Routledge.
  • Dian. (2022). Kemendikbudristek harap skor PISA Indonesia segera membaik (Kemendikbudristek hopes Indonesia's PISA score will improve soon). Radio Edukasi (Online), (https://radioedukasi.kemdikbud.go.id/read/3341/kemendikbudristek-harap-skor-pisa-indonesia-segera-membaik.html), diakses 1 Agustus 2022.
  • Grootenboer, P., & Marshman, M. (2015). Mathematics, affect and learning. Springer.
  • Gross, A. L., Brandt, J., Bandeen-Roche, K., Carlson, M. C., Stuart, E. A., Marsiske, M., & Rebok, G. W. (2014). Do older adults use the method of loci? Results from the ACTIVE study. Experimental Aging Research, 40(2), 140–163.
  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113.
  • Handley, M. A., Lyles, C. R., McCulloch, C., & Cattamanchi, A. (2018). Selecting and improving quasi-experimental designs in effectiveness and implementation research. Annual Review of Public Health, 39, 5–25.
  • Hmelo-Silver, C. E. (2012). Learning theories and problem-based learning. In S. Bridges, C. McGrath, & T. L. Whitehill (Eds.), Problem-based learning in clinical education (pp. 3–17). Springer.
  • Huang, T.-H., Liu, Y.-C., & Chang, H.-C. (2012). Learning achievement in solving word-based mathematical questions through a computer-assisted learning system. Journal of Educational Technology & Society, 15(1), 248–259.
  • Jones, G., & Macken, B. (2015). Questioning short-term memory and its measurement: Why digit span measures long-term associative learning. Cognition, 144, 1–13.
  • Kaplan, A., & Wolf, C. (2017). The conduct of inquiry: Methodology for behavioral science. Routledge.
  • Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23.
  • Khalalia, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432–438.
  • Knapp, T. R. (2016). Why is the one-group pretest–posttest design still used? Clinical Nursing Research, 25(5), 467–472.
  • Legge, E. L., Madan, C. R., Ng, E. T., & Caplan, J. B. (2012). Building a memory palace in minutes: Equivalent memory performance using virtual versus conventional environments with the Method of Loci. Acta Psychologica, 141(3), 380–390.
  • McCabe, J. A. (2015). Location, location, location! Demonstrating the mnemonic benefit of the method of loci. Teaching of Psychology, 42(2), 169–173.
  • McLean, L., & Connor, C. M. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945–954.
  • Mirzeoglu, A. D. (2014). The effects of peer teaching on the university students achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. Educational Research and Reviews, 9(9), 262–271.
  • Mukherji, P., & Albon, D. (2018). Research methods in early childhood: An introductory guide. SAGE.
  • Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Behaviour & Information Technology, 37(7), 647–657.
  • Ni, L. B., & Hassan, N. A. (2019). The use of mnemonic and mathematical mnemonic method in improving historical understanding. International Journal of Educational and Pedagogical Sciences, 13(2), 93–97.
  • Palvio, A. (2014). Intelligence, dual coding theory, and the brain. Intelligence, 47, 141–158.
  • Papadopoulos, I. (2013). Using calculators for assessing pupils’ conceptualization on place-value. International Journal of Mathematical Education in Science and Technology, 44(4), 523–544.
  • Peek, R. (2016). Exploring learner autonomy: Language learning locus of control in multilinguals. International Journal of Multilingualism, 13(2), 230–248.
  • Pressley, M., Levin, J. R., & McDaniel, M. A. (2014). Remembering versus inferring what a word means: Mnemonic and contextual approaches. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 107–127). Psychology Press.
  • Qureshi, A., Rizvi, F., Syed, A., Shahid, A., & Manzoor, H. (2014). The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments. Advances in Physiology Education, 38(2), 140–144.
  • Retnoningsih, O. T. D. (2015). Pengaruh permainan metode loci terhadap asosiasi objek rumus bangun ruang pada remaja di SMPN 5 Madiun (The effect of the loci method game on the association of objects with geometric formulas in adolescents at SMPN 5 Madiun). Skripsi . Madiun: Fakultas Psikologi Universitas Katolik Widya Mandala.
  • Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235–252.
  • Rosa, N. (2022). Yang ditunggu, ini hasil lengkap asesmen nasional 2021 (What's awaited, here are the complete results of the 2021 national assessment). Detik Edu (Online), (https://www.detik.com/edu/edutainment.d-6011654/yang-ditunggu-ini-hasil-lengkap-asesmen-nasional-2021), accessed 7 Agustus 2022.
  • Rowan-Kenyon, H. T., Swan, A. K., & Creager, M. F. (2012). Social cognitive factors, support, and engagement: Early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60(1), 2–15.
  • Salim, M., & Mujtahidah, N. (2020). Penerapan Kurikulum 2013 Revisi 2018 dalam Meningkatkan Prestasi Belajar Siswa: Studi Multi Situs di SMP Raden Fatah Batu dan MTs. Ihyaul Ulum Dukun Gresik (Implementation of the 2013 Revised 2018 Curriculum in Improving Student Achievement: Multi-Site Study at Raden Fatah Batu, Junior High School and MTs. Ihyaul Ulum Shaman Gresik). Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam, 4(1), 86-107. https://doi.org/10.54437/alidaroh.v4i1.146
  • Sasson, I., & Cohen, D. (2013). Assessment for effective intervention: Enrichment science academic program. Journal of Science Education and Technology, 22(5), 718–728. Shrout, P. E., & Lane, S. P. (2012). Psychometrics. In M. R. Mehl & T. S. Conner (Eds.), Handbook of research methods for studying daily life (pp. 302–320). The Guilford Press.
  • Sriyatun, S. (2020). PISA dan TIMSS sebagai acuan AKM (PISA and TIMSS as AKM reference). Gurusiana (online), (http://www.gurusiana.id/read/sitisriyatun/article/pisa-dan-timss-sebagai-acuan-akm-3711194), accessed pada 1 Agustus 2022.
  • Sternberg, R. J. (2012). What is mathematical thinking? In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 319–334). Routledge.
  • Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593.
  • Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200.
  • Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53.
  • Swasty, R. (2022). Hasil asesmen nasional 2021: Literasi numerasi SD butuh perhatian serius (Elementary numeracy literacy needs serious attention). Medcom.id (Online), (https://www.medcom.id/pendidikan/news-pendidikan/ybJr79Ab-hasil-asesmen-nasional-2021-literasi-numerasi-sd-butuh-perhatian-serius), accessed 7 Agustus 2022.
  • Syanthi, Hiunata, C., Sherly, Claudia, J. (2016). Pengaruh metode loci terhadap kemampuan mengingat pelajaran ipa pada siswa Kelas V SD (The effect of the loci method on the ability to remember science lessons in fifth grade elementary school students). Psibernetika, 9 (1), 67-77.
  • Thyer, B. A. (2012). Quasi-experimental research designs. Oxford University Press.
  • Tilley, C. (2016). Body and image: Explorations in landscape phenomenology. Routledge.
  • Williams, S. E., Ford, J. H., & Kensinger, E. A. (2022). The power of negative and positive episodic memories. Cognitive, Affective, & Behavioral Neuroscience, 22, 869–903.
  • Willingham, D. T. (2021). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.
  • Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 1–36). Routledge.
  • Zubaidah, N. (2021). Asesmen nasional hanya akan diikuti siswa Kelas 5, 8 dan 11 (The national assessment will only be followed by Grade 5, 8 and 11 students). SindoNews.com (Online), (https://edukasi.sindonews.com/read/314200/212/asesmen-nasional-hanya-akan-diikuti-siswa-kelas-5-8-dan-11-1611637308)
  • Zull, J. E. (2012). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Differentiated Instruction in Math Education
Yazarlar

Nur Eva 0000-0003-3584-5049

Proje Numarası 1
Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 2

Kaynak Göster

APA Eva, N. (2022). Effectiveness of loci method to increase mathematics learning achievement of grade 5th elementary school students. Journal for the Mathematics Education and Teaching Practices, 3(2), 71-85.
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