The Effectiveness of Infusion Learning Model in Linear Algebra Course

Table 10

Results of observation of student learning activities.

No.	Aspects observed	Activity percentage at meeting			Average
		I	II	III
1.	Reading teaching materials and learning indicators through student worksheets (LKM)	6.75	6.74	6.78	6.76
2.	Linking teaching materials with material that has been studied through LKM	6.50	6.60	6.90	6.67
3.	Work on an individual LKM	6.65	6.60	6.50	6.58
4.	Describing argument components (data, claim, warrant, backing, qualifier)	6.60	6.30	5.60	6.17
5.	Generating ideas that are used to solve problems	6.80	6.90	6.80	6.83
6.	Giving reasons for each idea used, combine, and insert ideas	5.50	5.70	5.60	5.60
7.	Describing the ideas used to solve the problem	6.50	6.30	6.60	6.47
8.	Making schematic of mathematical argument	6.43	6.23	6.30	6.32
9.	Asking himself directly about his thoughts, reflecting on what thoughts were done, how to do them, and how effective the thinking was	6.23	6.31	6.28	6.27
10.	Presenting ideas and arguments that have been compiled	5.50	5.70	5.60	5.60
11.	Exchanging ideas in small groups	6.30	6.00	6.50	6.27
12.	Convincing group members that the idea is correct by using logical arguments	5.52	6.05	6.14	5.90
13.	Expressing the discussion results with logical arguments in front of the class	6.4	6.32	6.20	6.31
14.	Responding to or dealing with presentations made by friends	6.10	6.30	6.14	6.18
15.	Listening to the emphasis/reinforcement on the discussion results in the truth of the arguments presented	6.50	6.67	6.72	6.63
16.	Inferring or emphasizing the core material that has been studied	5.67	5.24	5.31	5.41
17.	Treatment that is not relevant to learning activities	0.05	0.04	0.03	0.04
	Total percentage of learning time	100	100	100	100