Video pembelajaran merupakan salah satu jenis media yang mengutamakan kekuatan suara dan gambar. Sejarah matematika merupakan mata kuliah pilihan dimana jenis materi dalam mata kuliah ini bersifat faktual, sehingga dalam proses pembelajarannya dosen lebih mengedepankan metode ceramah, presentasi dan diskusi. Untuk lebih mengefektifkan proses perkuliahan maka akan disusun suatu inovasi pembelajaran yaitu dengan mengembangkan video pembelajaran berbantuan aplikasi sparkol videoscribe. Tujuan utama dari penelitian ini adalah mengembangkan video pembelajaran berbantuan aplikasi sparkol videoscribe pada mata kuliah sejarah matematika serta mendeskirpsikan langkah pembelajaran yang mendukungnya. Penelitian ini merupakan penelitian pengembangan yang meliputi tahap concept, design, collecting materials, assembly, test drive dan distribution. Kelayakan pengembangan video pembelajaran diperoleh berdasarkan data dari angket yang kemudian dianalisis secara deskriptif kuantitatif. Penilaian ahli isi mata kuliah mencapai kategori baik, ahli media pembelajaran mencapai kategori baik dan validasi kelompok kecil mencapai kategori baik. Adapun langkah pembelajaran yang dilaksanakan di kelas sebagai berikut: Pendahuluan: membagi mahasiswa ke dalam beberapa kelompok; Inti: Mengamati video, membuat pertanyaan/tanggapan, dan dikusi kelompok; Akhir: kesimpulan dan refleksi.Kata Kunci: Video Pembelajaran, Sparkol Videoscribe, Sejarah Matematika
Modules are one of the teaching materials that have a main role in teaching and learning activities. Development of modules in accordance with PP No 32 Tahun 3013 concerning National Education Standards, namely modules that provide independent, interactive, fun learning and motivate students to actively participate. This development research aims to develop mathematical modules based on PAKEM on fractions in Elementary Schools.The method used is the method of research and development (R & D). Data collection techniques used in this study consisted of interviews, observation, questionnaires and documentation. The results of the validation show that the mathematics module in the fraction material in grade III of elementary school is considered very feasible, this can be seen from the average value of 87.75%. This module also gets a very good response from students, this can be seen from the percentage value of 97%. It can be concluded that this module is attractive to students and can be an alternative learning resource used by students to learn fractions.
This research is motivated by rapid technological developments. More and more effort needs to be done in the utilization of technology results in learning. Teachers are expected to be able to use the tools provided from the school and not be covered by tools that are compatible with the development and turn of the times. Besides being able to use the tools available, teachers can also be used to create media that will be used as an available medium. One of the media used is interactive, in addition to junior high school students using tutorials to make it easier to use. The purpose of this research is to develop interactive learning in junior high school mathematics. The research was conducted in accordance with the research and development procedures consisting of: 1) preliminary study, 2) research planning, 3) development design, 4) preliminary field testing, 5) initial reference trial. In the preliminary stage of the field test, interactive teaching materials was validated by mathematicians, educational experts and multimedia specialists to assess the validity level of the product, which states that it is highly valid. In addition, limited tests were conducted on nine students to see the feasibility response that the results declared feasible, meaning interactive teaching materials learning math tutorial interesting to learn or use.
The research aims to describe the role of habits of minds on the student’s mathematical problem solving skills. Habits of mind studied are persisting, metacognition, thinking flexibly, and applying past knowledge to a new situation. The method used in this research is quantitative correlational. Samples were taken as much as 49 fifth grade students at SDN Walantaka 1. Data collection techniques using HOM scale and essay tests. Based on data analysis results obtained average habits of mind score of 68.26 including into medium category and problem solving skills of 53.68 in low category. The results of the regression test on a significant level of α = 0.05 obtained a conclusion that there is a significant influence between habits of mind on the mathematical problem solving, with a contribution of 67.40%. Based on the findings, the habits of mind plays an important role in problem solving and teachers should be able to develop that aspect.
Abstract. This study is back grounded by the importance of self-regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students' self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students' self-regulated learning.
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