Mita Pustari Faculty of Education Sampoerna School of Education ABSTRACT

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1 255 - Proceeding of the Global Summit on Education (GSE2013) THE COMPARISON OF USING MICROSOFT MATHEMATICS AND TRADITIONAL TEACHING ON STUDENTS ACHIEVEMENT TEACHING MATHEMATICS IN SENIOR HIGH SCHOOL Dian Eki Purwanti Faculty of Education Sampoerna School of Education dianekipurwanti@yahoo.co.id Mita Pustari Faculty of Education Sampoerna School of Education mita.pustari@gmail.com ABSTRACT A quasi experimental study (non equivalent control group design) compares two strategies in teaching and learning which used Information and Communication Technologies (ICT) or not. National Council of Teacher of Mathematics (NCTM) said that technology has an important role in learning, especially give influence in the mathematics learning process. Ekawati (2008) found that teaching mathematics by using technology increased students motivation, support individual learning and increase students achievement. Two classes of grade ten were participated in the study. Control group was taught by using traditional teaching method that is lecturing, while treatment group was taught by using ICT (Microsoft Mathematics software). Evaluation students achievement was collected before and after treatment by giving post-test. This study found that students achievement who taught by using Microsoft Mathematics is higher than who taught by traditional teaching methodologies. Field of Research: Mathematics Education, Students Achievement, Information Communication and Technology. 1. Introduction Many mathematics teachers still use traditional teaching methods as the only strategy to deliver content of learning. In traditional teaching methods, teacher has powerful control on learning activity, resources and assessment. Mostly, mathematics teacher only deliver the formula and students were forced to remember it. Students mind in traditional teaching methods looks like empty bottle that should be ready fulfilled with knowledge and teachers wisdom (Murtini, 2006). They often only accept the concept without getting any chance to think critically March 2013, Kuala Lumpur. Organized by WorldConferences.net 998

2 2. Today s Generation Today's generation as Y generation need integration of technology on their learning process to help and challenge their understanding (Shaw and Fairhurst, 2008); (Wheeler and John, 2008). Purpose of this study is to find out the effect of using Microsoft mathematics and traditional teaching methods on students achievement. 3. Integration Technology National Council of Teachers of Mathematics (NCTM) stated technology have important role and give powerful influence on teaching and learning mathematics. Microsoft mathematics is one of free software that could help mathematics teacher teach several mathematics contents such as calculus, statistics, trigonometry and linear algebra. 4. Research Question Does traditional teaching methods and Microsoft mathematics influence students achievement in learning mathematics (focus on limit topic)? 5. Theoretical Framework Wadhani (2008) stated the purpose of learning mathematics in school is to make student have several skills such as understanding mathematical concept, explain the relation between two or more concepts and applied the concept to solve problem; using logical reasoning to manipulate, prove and generalize statement; solving problem by modeling the problem and interpret the result; communicating the idea by symbol, diagram or other media to clarify problem; and having curiosity in learning process and solving problem. The benefits of integrating ICT in learning mathematics according to Ekawati (2008) are improving student s motivation and achievement and also support individual learning. According to Microsoft Corporation (2010) there are three benefits using Microsoft mathematics in learning mathematics, those are freeware with structured menu, some of the menu provide solution and visualization. 6. Methodology 6.1 Sample and data collection method This study used quasi experimental design (non equivalent control group design) which control group is students who taught by traditional teaching methods and treatment group March 2013, Kuala Lumpur. Organized by WorldConferences.net 999

3 is students who taught by Microsoft mathematics. Population: Four classes of grade eleven social science. Sample: Two classes of grade eleven social science, experimental group (N = 28 ), control group (N = 25). 6.2 Instrumentation Essay pre and post written test was developed to find out the influence among the groups on students achievement. 7. Finding & Discussion 7.1 Normality analysis Sig value (Kolmogorov-Smirnov statistics) more than 0.05 indicates normality of the distribution improvement test score. The Cronbach s alpha coefficient value for all variables in the study revealed a range of coefficient value from.78 to.82 accordingly. The dependent variable of subsequent career intentions scale had a high reliability coefficient of.82 as compared to the independent variables. The independent variables of workplace bullying and emotional dissonance had coefficient values of.78 and.79 respectively March 2013, Kuala Lumpur. Organized by WorldConferences.net 1000

4 Significant value in Levene s test is less than 0.05, it means the variances for the groups are not the same. 7.2 Descriptive statistics, Compare Two Means & analysis In the output presented above, there are improvement in for both control and experimental group, where mean differences between pre test and post test on experimental higher than control group. Significant value (2-tailed) column is above 0.05, it means there is no significant difference between the two groups. The findings showed that the distribution of gender was higher for females with a total of 157 female respondents (67.7%). On the other hand, there were 75 male respondents or 32.3 percent out of the total respondents. The age of the respondents showed that most of them were 21 years old, 13.4% were 20 years old and the rest (15.1%) were above 21 years old. 8. Conclusion and Future Recommendation The findings of the study revealed that the difference between groups in term of students achievement in the improvement score was not significant. It s probably influence by students motivation and weakness of the software constrain. Students couldn t connect the dot of limit concept into real life application. Microsoft mathematics in limit topic doesn t provide the solution, only answer March 2013, Kuala Lumpur. Organized by WorldConferences.net 1001

5 Acknowledgement This paper is under scholarship of the university. References (2010). Your Students Interest will Multiply with Microsoft Mathematics 4.0. Microsoft Coorperation Chen,5 Milton., et, all. (2008). Powerful Learning: What we know about teaching for u6nderstanding. San Francisco: Jossey-Bass Cresswe7ll, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Qua8ntitative and Qualitative Research (Ed. 8). USA: Pearson Education Delen, Erha9n., & Bulut, Okan. (2011). The Relationship Between Students Exposure to Tec10hnology and Their Achievement in Science and Math. TOJET: The Turkish 11Online Journal of Educational Technology Departemen Pendidikan Nasional. (2008). Kamus Besar Bahasa Indonesia: Pusat Bahasa. Edisi ke-4. Jakarta: PT Gramedia Pustaka Utama Ekawati, Estina. (2008). Jurnal Pendidikan Matematika: Pembelajaran Matematika Berbatuan ICT dalam Meningkatkan Kemampuan Kognitif dan Kemampuan Afektif Siswa. PPPPTK Matematika Hadeli. (2006). Metode Penelitian Kependidikan. Ciputat: Quantum Teaching Hakim, Thursan. (2000). Belajar Secara Efektif: Panduan menemukan teknik belajar, memilih jurusan, dan menentukan cita-cita. Pusaka Swada Isnanto, R. (2004). Aplikasi Teknologi Multimedia pada Bidang Pendidikan Sains dan Teknologi. Yogyakarta: Seminar Nasional Aplikasi Teknologi Informasi Lahinta, Agus. (2012). Berbagai Model Inovasi Pembelajaran dengan dukungan Teknologi Informasi. Seminar Internasional, ISSN Peran LPTK dalam Pengembangan Pendidikan Vokasi di Indonesia: Asosiasi Pendidikan Teknologi dan Kejuruan Indonesia Murtini, Siti. (2006). Keefektifan Penerapan Pendekatan Konstruktivis dalam Pembelajaran Matematika Pokok Bahasan Dalil Pythagoras Terhadap Hasil Belajar Siswa Kelas VIII Semester 1 SMP N 3 Bae Kudus Tahun Pelajaran 2005/2006. Semarang: Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang National Council of Teachers Mathematics. Principles for School Mathematics. diakses 23 April 2012 Prayitno. (2009). Dasar Teori dan Praksis Pendidikan. Padang: Grasindo Shaw, Sue., & Fairhurst, David. (2008). Engaging a new generation of graduates. Vol 50, hal London: Emerland Group Publisher Limited Sanjaya, Wina. (2006). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Shadish, William., Cook, Thomas., & Campbell, Donald. (2001). Experimental and Quasi- Experimental Designs for Generalized Causal Inference. New York: Houghton Mifflin Company Sugiyono. (2012). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D (Ed.5). Bandung: Alfabeta March 2013, Kuala Lumpur. Organized by WorldConferences.net 1002

6 Wardhani, Sri.,& Sutanti, Titik (Ed). (2008). Analisis SI dan SKL Mata Pelajaran Matematika SMP/MTs untuk Optimalisasi Tujuan Mata Pelajaran Matematika. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika March 2013, Kuala Lumpur. Organized by WorldConferences.net 1003