SPECIAL ISSUE PAPER
Can the MM Learning Model Improve Results of Students’ Mathematical Cognitive Learning?
 
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University of Pattimura Ambon, INDONESIA
2
State University of Malang, INDONESIA
Online publish date: 2017-11-19
Publish date: 2017-11-19
 
EURASIA J. Math., Sci Tech. Ed 2018;14(2):609–616
KEYWORDS
This article belongs to the special issue "Literature and the Arts in Mathematical Education".
ABSTRACT
The learning model of michelson morlay has a significant effect on the improvement of students’ mathematical cognitive learning outcomes. This quasi-experimental research aimed to reveal differences in students’ cognitive learning outcomes between experimental and conventional classes. Limited information related to the MM model and playing cards in integer matter mathematics learning encouraged this research to be conducted. MM model is one of the latest models or inventions that have not been developed. MM research instrument developed in the form of a description and validated by a mathematician before the research done. The results revealed that, there was no difference in pretest score between students who experienced conventional learning and MM. The T-test results were also revealed that the posttest of students studying with MM equipped with higher playing cards when compared with conventional class. The findings of this study suggest that it is important for teachers to empower students’ cognitive abilities through MM and games in order to make learning more meaningful and contextual. Thus the MM learning model can be recommended in developing and improving students’ cognitive learning outcome mathematics. Future research will explore the effect of MM on emotional intelligence, critical thinking of students and other variables related to mathematics learning.
 
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