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The purpose of this study was to improve the learning achievement of extroverted students on algebraic operations using the tutorial method. This type of research was a single subject with AB design, where A is the baseline condition, and B is an intervention condition. The research subjects were selected based on a purposive sampling technique with the help of the Keirsey Temperament Sorter (KTS) test in selecting extrovert subjects. Data collection techniques were using observation and test methods. Observation was used to collect data and record all behavior of extrovert subjects during the study. The tests in this study were the KTS and learning achievement tests. The KTS was used to determine subjects with an extroverted temperament while learning achievement tests are used to determine the ability of extrovert students to solve algebraic operation questions at the junior high school level. The results showed that the tutorial method had a positive effect on extrovert student learning achievement in algebraic operation material. This can be seen from the results of the analysis in conditions and between conditions which show that the intervention condition has a better tendency when compared to the baseline condition to the intervention. Besides that, the mean level obtained at the baseline is 50 and increases in the intervention condition with a mean level of 88.5.

Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a self-explanation strategy in basic geometry classes. This study used a quasi-experimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students' mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the self-explanation strategy is effective to be used to improve the understanding of the geometric proof.

The aim of this study was to identify the influence of discovery learning method towards the mathematical analogical ability of junior high school's students. This is a research using factorial design 2x2 with ANOVA-Two ways. The population of this research included the entire students of SMPN 13 Jakarta (State Junior High School 13 of Jakarta) taken by using cluster random sampling with two samples for each class. In this research, there were two learning groups; one with discovery learning method and the other one with expository. Class VII.6 was used as the experiment group, while Class VII.8 was used as the control group. Each group consisted of 36 students who were divided into three ability scales, namely high, medium, and low. The research data were gained from test, questionnaire, observation, and interview. The result shows that: (1) the improvement of the students' mathematical analogical ability using discovery learning method is considered better than the expository group; (2) There is significant improvement of the students' mathematical analogical ability based on higher, medium, and lower groups.

Mathematics is one of the difficult subjects to understand, especially for slow learners. Slow learner is a term for children who find it difficult to learn something, be it academics or skills. The present study aims to analyze the mathematical reasoning ability of slow learner students on straight-line equations. -The present study is an experimental research using the single-subject research (SSR) method. The design used is A-B-A. The data were collected through tests and documentation and were analyzed using “inconditions” and “between-conditions” models. The results indicate that students performed slow learning process on straight-line equations using TANDUR framework. TANDUR means instill, experience, name, demonstrate, repeat, and celebrate. The results after the implementation of quantum learning showed no change between the group that was given the treatment and the group that was not given the treatment. From baseline 1, there was an increase in intervention from 4.5 to 8. However, it decreased in baseline 2, from 8 to 4. It can be concluded that the use of quantum learning does not have a positive effect on the mathematical reasoning abilities of slow learners. Thus, it is hoped that teachers should pay more attention to seek and implement the appropriate learning models for such learners. [ABSTRACT FROM AUTHOR]

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