This study aims to describe creative thinking skills and self-regulated learning of pre-service teachers who participated in Hybrid-PjBL learning activities. The research design used a single-case study (one-shot case study). This study used quantitative descriptive with data in the form of a creative thinking scale, creative thinking ability tests, and self-regulated learning questionnaires. Data analysis used descriptive statistics. The results showed that the application of Hybrid-PjBL to students’ creativity had a very high category; students’ creative thinking abilities had a high category, with the construct of students’ creative thinking abilities comes from innovative factors; and self-regulated learning students had a positive attitude. This indicates that the Hybrid-PjBL learning model can develop students’ creative thinking skills and self-regulated learning with satisfactory results. This study contributes to the study of literature as an alternative learning model relevant to the demands of the twenty-first-century scheme.
The research results describe of self-regulated learning for a social cognitive perspective in mathematics lessons. Students adapt to the social environment based on skills, knowledge, and skills previously owned. Every student in the social system adopts information and knowledge. Students learn through the social process of observing, imitating, and modeling the behavior of others. Students need to actively demonstrate independent learning orientation to find challenges and learning opportunities to acquire new skills and knowledge. About 116 new students from one of the state vocational high schools in West Java province of Indonesia participated in the self-regulated learning questionnaire from five aspects: organizations, elaboration, self-evaluation, learning strategies for examinations, and metacognition. We present responses to each self-regulated learning students about academic time management, summarized study materials in a personal way, evaluated their own learning and performance, were strategic in preparing for exams and reflected metacognitively during the study. From social cognitive theory, self-regulated learning is influenced by the students’ personal factors (cognitive, attitudes, and self-evaluation), behavior, and environment (social support). This research contributes to the understanding of students’ self-regulated learning and gives teachers insight into designing learning innovations.
Essential skills for 21st-century called 4c, namely critical thinking, creativity, collaboration, and communication. This ability is following the demands of the curriculum and can be developed in mathematics learning. Concerning assessment, all student views in a series of learning activities can be assessed objectively, as is, and not only based on the final results using an authentic assessment. Thus, this study aims to describe the management of authentic assessment in mathematics lessons to develop 4c skills. This study uses qualitative research with a case study method. The research subjects were mathematics teachers and grade X students at one of the state vocational high schools in West Java province. The data in this study came from observations, interviews, and documentation. Data analysis of aspects of the teacher’s role, support systems, social systems, instructional impacts, and assessment management. The results of this study indicate that: (1) The formulation of assessment instruments is carried out by formulating assessment objectives, making assessment grids, making instruments assessment following assessment guidelines, and analyzing the quality of the instruments; (2) Assessment of attitude aspects using observation and journals techniques. Knowledge assessment uses oral tests, written tests, and assignments according to the competencies being assessed. Skill assessments are conducted through practices or other techniques by competencies assessed using an assessment scale accompanied by a rubric; (3) Utilizing the results of the assessment to monitor and evaluate the process, learning progress, and improvement of students’ learning outcomes.
Geogebra adalah software untuk mempelajari geometri dimensi tiga. Pengembangan buku digital berupa GeoGebra Book pada materi dimensi tiga diharapkan menjadi sumber belajar dan memfasilitasi peserta didik untuk belajar mandiri. Tujuan penelitian ini untuk mengetahui prosedur pengembangan dan kualitas GeoGebra Book pada materi dimensi tiga. Penelitian ini merupakan penelitian pengembangan menggunakan model ADDIE. Subjek penelitian terdiri dari ahli media, ahli materi, guru matematika, dan peserta didik kelas XI. Instrumen penelitian berupa lembar validasi untuk ahli materi dan ahli media, dan angket respon peserta didik. Data kualitatif yang dianalisis adalah data hasil studi literatur. Sedangkan data kuantitatif yang dianalisis adalah data hasil validasi dan respon peserta didik. Berdasarkan hasil penelitian disimpulkan bahwa (1) Geogebra Book materi dimensi tiga dikembangkan dengan menggunakan model ADDIE yang meliputi 5 tahapan yaitu: (a) tahap analyze, yaitu menganalisis kebutuhan media pembelajaran, materi pembelajaran, dan karakteristik peserta didik; (b) tahap design, yaitu mendesain media pembelajaran dan instrumen penelitian; (c) tahap development, yaitu membuat produk dan validasi ahli; (d) tahap implementation, setelah GeoGebra Book materi dimensi tiga dinyatakan valid, selanjutnya diimplementasikan terhadap guru dan peserta didik; dan (e) tahap evaluation, yaitu menganalisis hasil respon peserta didik. (2) Kualitas media GeoGebra Book pada materi dimensi tiga termasuk kategori sangat baik.
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