This article reports on research that is aimed at developing and producing a self-learning model based on open-ended questions or the PMBST (accronym form Indonesian) model to increase students' creativity in a calculus subject. The main product generated is a book on the PMBST model. It consists of: a) introduction; b) theoretical rationality; c) empirical rationality; d) supporting theories; e) components of the model; f) instructions for the model; and g) bibliography. Furthermore, to assess the quality of this model, the authors used product quality assessment criteria created by Nieveen, which covers hypothetical validity and practicality. The instrument, which is developed for supporting the PMBST model development cover: an assessment sheet of the PMBST model, and a validation format of the PMBST model assessment sheet. The subjects of the PMBST model in this research are Master's programme students in the Mathematics Department at Universitas Negeri Makassar who have finished or are learning the calculus subject. The result of this research is the PMBST model developed with high theoretical rationality as indicated by experts' assessments.
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
The aim of this study is to determine the characteristics of teaching materials with a valid, practical, and effective for Creative Problem Solving (CPS) model, to improve mathematics learning outcomes for elementary school students. The teaching materials developed were syllabus, lesson plan, student worksheets and modules. This research used Research & Development (R&D) with a Four-D development model consisting of 4 phases of development, namely: Define, Design, Develop and Disseminate. At the Define phase, the researcher conducts initial analysis, student analysis, concept analysis, performance/task analysis and analysis of the formulation of learning objectives. At the Design phase, the researcher arranges tests, selects formats, and designs the syllabus, lesson plans, worksheets, and modules based on creative problem solving. At the development phase, which consists of the assessment of experts with the results of the validation of teaching materials and the results of the validation of research instruments and the dissemination phase of the dissemination of research tools and results. The research instrument used the implementation of the model, student activities, teacher responses, students’ responses and learning outcomes.
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