We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed.
AbstrakDalam artikel ini kami melaporkan proyek penelitian desain Jerman-Indonesia yang bertujuan untuk meningkatkan kemampuan matematika siswa di sekolah menengah secara signifikan. Karena hasil dari studi banding internasional menunjukkan bahwa ada hubungan antara metakognisi dan keberhasilan proses belajar, maka dirancang sebuah lingkungan belajar untuk siswa kelas 7, yang bertujuan untuk meningkatkan kegiatan metakognitif dan diskurs bagi siswa dan guru. Efektivitas pendekatan ini diuji beberapa kali di sekolah menengah. Dalam artikel ini disajikan latar belakang teoritis yang digunakan untuk pengembangan lingkungan pembelajaran, beberapa contoh tugas yang diberikan kepada siswa dan analisis hasil kerja siswa.
The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the construction and sensible use of sustainable mental models for mathematical concepts and methods by learners. This paper shows how games are used for the enhancement of metacognitive and discursive activities in class. Their effectiveness is documented exemplary by means of students' outcomes and transcripts of lessons from project classes.
Keywords: Cognitive activation, Metacognition, Games, Integers
AbstrakHasil dari studi banding internasional telah menunjukkan bahwa di satu sisi terdapat hubungan antara metakognisi dan kegiatan kognisi dan pada sisi lain terdapat keberhasilan belajar. Sejak tahun 2007 telah dilakukan projek di Indonesia untuk meningkatkan kognisi dan kegiatan kognisi dari siswa kelas 7 beserta para pengajarnya. Kegiatan ini harus memberikan kontribusi untuk pembangunan dan penggunaan yang dapat dimengerti dari sebagian besar bentuk ide tentang pengertian secara matematik dan metode-metode melalui siswa. Pada artikel ini digambarkan bagaimana permainan diterapkan sebagai pendukung metakognitif dan kegiatan diskursif dalam pengajaran. Pengaruhnya didokumentasikan berdasarkan contoh dari hasil kerja siswa dan catatan pengajaran dari kelas proyek.Kata kunci: Pengaktifan kognitif, Metakognisi, Permainan, Bilangan bulat For more than a decade, Indonesian mathematics educationalists endeavour with a variety of different methods to improve mathematical abilities of Indonesian students. The most important project, which is broadly conceived in primary schools (Year 1 to 6) in this reform process, is called PMRI (Sembiring et al
This article reports on the findings of a German-Indonesian feasibility study, which has been conducted to examine whether a more extensive pilot study could be successful. The objective of the pilot study is to enhance the mathematical skills of Indonesian students in the 7th class by increasing the number of students who can really understand the mathematical concepts and methods introduced in class. In order to achieve this, a learning environment for the introduction of integers was designed and implemented in class. During its implementation a teaching style has been practised which encourages metacognitive and discursive activities in the students. In this paper the theoretical background for the construction of a comparing test is set out, several exercises are presented as examples and on the basis of student solutions, taken from the test, the effects of the innovative teaching is demonstrated.
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