The backdrop of this research is among others (1) the content of article 8 legislation national education system 20/2003 that the society takes the participation in planning and evaluating education, (2) the criterion of curriculum 2013 that is integrated and has a theme of natural environment, (3) the reality in the field showing that mathematics is not too meaningful, (4) do not use the school environment yet in outdoor learning so that can implant the attitude of caring about the envoronment. Based on the backdrop, the problem statement of this research is: how to develop thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about the environment at the students of elementary school grade one in Kupang as early as possible?The method used is Research and Development with a type of Formative Research introduced by Tessmer in 1993. There are three steps in this research among others (1) the step of getting early data by using survey method analysed descriptively, (2) the step of developing the thematic mathematics books validated by the expert of education and mathematics (3) experiment step that is analysed with an inferensial statistic by using dependent t correlation analysis to know the difference of the student's mathematics knowledge before and after using the learning tool developed and to implant the attitude of caring about the environment at the students.The school used as the limited class test or small class test toward the product developed is Directive Primary School Naimata Kupang, meanwhile for the big class test is Catholic Primary School St. Arnoldus Kupang. The basic reason to choose both of the schools is the minimum of reference books used by the teachers at grade one at the schools, and they do not use the large area of the schools field as a medium in learning.The result of the research based on the problem statement showing that almost all the students is very active and have a positive response. The attitude of caring about the environment begin to appear after using the thematic mathematics book developed, as a guide book for the teachers and the practice book for the students. Besides, the students' understanding toward the number basic concept, the number operations and the two dimensions also increase and the misconception doesn't occur.
This research is a Classroom Action Research that aims to improve students’ mathematical communication skills through a probing-prompting learning model based on Belu culture artefact. The research subjects were all students of class VIII-A at Atambua State Junior High School 2 with totaling 39 students. The research was conducted in two cycles, that each cycle consists of two lessons in topic cube and cuboid. Data were collected using observation, test, and documentation techniques. The data were analyzed descriptively. The results show that the students’ mathematical communication skills increase from the first cycle to the second cycle after applying a probing-prompting learning model based on Belu culture artefacts. It is indicated by as much as 72.22% of students experiencing an increase in the total score of aspects of mathematical communication skills. Also, the implementation of learning reached 83.33% in the excellent category. Based on the observation results, students’ mathematical communication skills increase from 74,13% (good category) on the first cycle to 85.68% (good category) on the second cycle. It can be concluded that the application of probing-prompting based on Belu culture artefacts can improve students’ mathematical communication skills.
The Covid-19 pandemic has changed face-to-face (offline) learning into online learning. This requires teachers to be able to adapt to utilizing technology-based learning media. Meanwhile, at the same time, teachers are not used to and have not been able to use various technology-based media in learning. One of the media that could be used is the wordwall application. This application is considered suitable because the appearance and operation are quite simple. In addition, this application can also be used as a learning media, a learning resource, and an assessment instrument. Therefore, training activities and mentoring in the implementation of wordwall applications in learning mathematics is one of the important and urgent needs for teachers today, especially in SD Inpres Maulafa, East Nusa Tenggara. This activity is carried out in training and mentoring through the material presentation, discussion, demonstrations and simulations, working in the group, and assistance. This activity showed that the participants were enthusiastic, active, and participative in participating in the training and mentoring. In addition, this activity can help participants overcome problems in designing thematic lessons. This activity can also increase teachers' knowledge about the application of technology to create learning media in the form of innovative elementary mathematics online learning media, namely through technical training in making learning media with wordwall applications in mathematics learning for teachers. Furthermore, this activity has also been able to increase the insight and ability of teachers to implement media in learning activities, namely through assistance in making learning designs using wordwall applications and assistance in implementing (strategy) learning using wordwall media
The purpose of this research is to develop teaching material of cultural context geometry with GeoGebra which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R & D) that was developed by referring to ADDIE model. The samples are the student of Mathematics Education Department at Nusa Cendana University who consists of 40 students. The data were analyzed by descriptive statistics, n-gain, and one sample pretest-posttest test. The results showed that the teaching material was valid with the average of expert evaluations 4.55 or in the good criterion. Teaching material was practical with the average value of learning activities observation 4.3 or in the good category and the students' responses is 4.05 or in the good category, and teaching material was effective because it empirically can increase the higher-order thinking ability 0.52 or in the medium category. The teaching material of cultural context geometry with GeoGebra is a unification of local knowledge and technology integration that can be used in geometry learning in order to support students' transition from elementary mathematical thinking level to advanced mathematical thinking level.
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