Successful of learning process at school is determined by the quality of lesson plan. This research analyzed the quality of teachers’ lesson plane through ELPSA framework. ELPSA is a learning sequence for involve students learn mathematics meaningfully. ELPSA consists of five components such as Experience (E), Language (L), Pictorial (P), Symbol (S), and Aplication (A). ELPSA emphasizes the importance of interaction between students with students and students with teachers. Teachers are required to create a comfortable and enjoyfull learning for students. This research process is done through Focused Group Discussion (FGD) in Kabupaten Sumbawa Besar (KSB), at Nusa Tenggara Barat province. This qualitative descriptive research involves observation, analysis of teachers’ video lesson, and analyses of teachers’ lesson plan. Research subjects were six teachers from three different regions in KSB. The quality of the lesson plan design is judged by the completeness of the E, L, P, and S component only. The results showed that the quality of teacher's lesson plan in Experience and Symbol component has reached the standard, while the Pictorial and Language components have not reached the target. Overall all, the average of teachers score in designing lesson plan through was not reached the target. Therefore, it is necessary to improve teachers' understanding of the design the lesson plan of teaching mathematics through ELPSA framework in the next stage of FGD
The problem of students' difficulties on shapes material (triangles) becomes the background of the researcher to carry out research using a project learning model that is integrated with the STEM approach. The purpose of research is to improve students' mathematical thinking abilities. The research subjects were students of class VIII SMPN 4 Taliwang. The instruments used were observation sheets and tests. In STEM-learning projects, students are trained to solve mathematical problems through projects that are integrated with other fields of science. This research is a classroom action research conducted in 2 cycles. Each cycle is carried out with 4 stages, namely planning, action, observation, and reflection. The results showed that the mathematical ability of students in cycle 1 achieved an average score of 72 with a classical completeness of 70%, increasing in cycle 2 achieving an average score of 80 with a classical completeness of 83%. Based on these data it can be concluded that through the application of the project learning model integrated STEM can improve students' mathematical thinking abilities on flat build material in class VIII SMPN 4 Taliwang
[English]: Culture is believed to be one of the factors that influence mathematical learning. It supports the idea of culturally responsive mathematics education. This qualitative study aimed to investigate students’ spatial abilities and the possible linkages of cultural differences (parenting) with the abilities. Data were collected through questionnaires, initial ability tests, spatial ability tests, and interviews. The study began with the identification of the students’ culture from two different rural areas, namely Lalar Liang (LL) and Labu Lalar (LB), using a questionnaire, and a preliminary test was administered for the classification of students' mathematical abilities. Furthermore, six students were selected as subjects from the two cultures based on the high, medium, and low groups to be given a spatial reasoning test. In the last stage, the selected subjects were interviewed to identify the possible relationship between their culture and spatial ability. The students’ answers were analyzed according to the indicators of spatial ability and linked to the culture of students from the two areas. The findings show that students from LL have a better understanding of the dimensions of objects from various sides and the changes of the object shapes after rotating than from LB. The results of the interview indicated that there was a possible relation of parenting on students' thought patterns in solving mathematics problems. However, this needs to be proven by further empirical studies. Keywords: Spatial abilities, Cultural differences, Parenting, Mathematical learning [Bahasa]: Kultur siswa dipercaya menjadi salah satu faktor yang mempengaruhi pembelajaran matematika. Hal tersebut mendukung berkembangnya ide pendidikan matematika responsif kultur. Penelitian kualitatif ini bertujuan menginvestigasi kemampuan spasial siswa dan kemungkinan keterkaitan perbedaan kultur (pola asuh) dengan kemampuan spasial siswa. Data penelitian diperoleh melalui angket, tes kemampuan awal, tes kemampuan spasial, dan wawancara. Penelitian dimulai dengan identifikasi kultur siswa yang berasal dari dua desa berbeda, yaitu desa Lalar Liang (LL) dan Labu Lalar (LB), melalui angket dan pemberian tes awal untuk klasifikasi kemampuan siswa. Selanjutnya, enam siswa dipilih sebagai subjek dari dua kultur berdasarkan kelompok tinggi, sedang dan rendah untuk diberikan tes penalaran spasial. Pada tahap terakhir, subyek terpilih diwawancarai untuk mengidentifikasi kemungkinan hubungan kultur dengan kemampuan spasial. Hasil tes siswa dianalisis sesuai dengan indikator kemampuan spasial dan dikaitkan dengan pola asuh siswa dari dua desa tersebut. Hasil penelitian menunjukkan bahwa siswa yang berasal dari desa LL lebih mampu memahami dimensi bangun dari berbagai sisi dan perubahan bentuk benda setelah dirotasi, dibandingkan pada siswa yang berasal dari LB. Hasil wawancara mengindikasikan adanya pengaruh pola asuh terhadap pola pikir siswa dalam menyelesaikan masalah matematika. Tetapi, hal ini perlu dibuktikan melalui kajian yang lebih mendalam secara empiris. Kata kunci: Kemampuan spasial, Perbedaan budaya, Pola asuh, Pembelajaran matematika
From the experience and observation of the author, during this learning of Mathematics generally only solve the problem alone, without familiarize the students to compile their own questions. So that students are less able to use their own language in solving the given problem. Language factor is less calculated as a possible one of the causal factors. ELPSA is a design/learning framework consisting of 5 component sequences, one of which is language. In learning ELPSA students are accustomed to asking productive and effective questions. This study aims to analyze the students' language skills in ELPSA learning design on the ability to issue Mathematical problems in terms of the cognitive thinking style. This study is a descriptive qualitative research. The subject of this research was conducted in class VIII SMP 1 Maluk. Its divided into two groups. With one group is given conventional learning and one group get learning using ELPSA design. The instrument used is Matching Familiar Figure Test (MFFT) to find out the type of cognitive style of each student and the Matter of Matter Problem Matter. Based on research that has been done, obtained results group of students reflective dominant than Impulsive students. In the student's ability to pose mathematical problems, Reflective student groups are better than Impulsive. While on the average score on the ability to solve Mathematics problems, Learning using ELPSA design is higher than learning without using ELPSA. That is, ELPSA learning design can help students develop language skills especially in raising math problems.
Geometri merupakan salah satu materi yang tergolong sulit dalam pembelajaran matematika, dibuktikan dengan rendahnya hasil belajar dan minat siswa pada materi ini. Berdasarkan data pada kegiatan pra siklus memperoleh hasil kemampuan spasial siswa rendah. Salah satu faktor penyebabnya adalah metode pembelajaran guru yang kurang optimal dalam pemanfaatan media visual sehingga siswa cenderung hanya menghafal rumus. Oleh sebab itu peneliti menerapkan aktivitas spatial Reasoning pada pembelajaran berkerangka kerja ELPSA sebagai alternatif solusi untuk meningkatkan kemampuan siswa dalam memecahkan masalah luas bangun datar gabungan. Penelitian ini merupakan penelitian tindakan kelas. Subyek penelitian adalah kelas VIIIa. Instrumen penelitian yang digunakan adalah pre tes/postes dan lembar observasi pembelajaran. Penelitian dilaksanakan dalam 3 siklus yang dilaksanakan dalam 5 kali pertemuan. Data yang terkumpul dianalisis secara deskriptif dan disimpulkan. Hasil penelitian menunjukkan bahwa pembelajaran melalui aktivitas spatial reasoning pada pembelajaran berkerangka kerja ELPSA di SMPN 4 Taliwang sesuai target yang diharapkan dilihat dari peningkatan pencapaian pada aktivitas pembelajaran berdasarkan hasil observasi. Sedangkan pada kemampuan memecahkan masalah siswa berdasarkan hasil pre tes dan postes pada siklus I memperoleh peningkatan (gain) yang signifikan yaitu dari 0,71 artinya skor ini termasuk kedalam kategori tinggi. Siklus II pencapaian gain 0,34. Skor ini termasuk kategori sedang. Sedangkan dari hasil pretes dan penelitian diperoleh gain 0,72. Artinya peningkatan ini termasuk kedalam kategori tinggi. Jumlah siswa yang tuntas pada siklus pertama, gain mencapai 0,92. kategori tinggi. Siklus II gain mencapai 0,69 dengan kategori sedang. Sedangkan pada ketuntasan penelitian berdasarkan hasil pre tes dan postes diperoleh gain sebesar 0,72. Dan peningkatan ini termasuk kategori tinggi. Berdasarkan hasil yang diperoleh maka dapat disimpulkan bahwa penelitian ini dinyatakan berhasil
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.