The purpose of this study is to investigate whether 1) solving mathematical problems between students who take learning with an open-ended learning approach and students who take learning without an open-ended learning approach; 2) the influence of mathematical ability among students who have learning independence high, medium and low; 3) whether the Open-Ended learning approaches and student learning independence there was an interaction of the students' mathematical problem solving ability. This research was Quasi Experimental design The Nonequivalent Post-test Only Control Group Design. This study population throughout the first semester of seventh grade students of MTs Negeri 1 Bandar Rice academic year 2018/2019. A research technique used is purposive sampling with a sample class as a class VII-1 and VII-2 experiment as a control group. The research instrument used was a test description to measure students 'mathematical problem solving and a questionnaire to measure students' learning independence. Analysis of the data in this study is a two-way ANOVA. The results of data analysis 1) there is a mathematical problem solving among students who take the learning with the Open-Ended learning approach with students who take the lesson without learning approach Open-Ended; 2) there is an influence on the ability of mathematical problems between students who have high, medium and low learning independence; 3) there is no interaction between the Open-Ended learning approach and students 'learning independence on students' mathematical problem solving ability.
Emphasizing critical thinking skills in the curriculum of higher education institutions is needed to produce graduates with higher order thinking skills. Given the importance of information technology for critical thinking in learning, it is necessary to understand the key factors related to learning designs that utilize information technology in their learning environment and consider the pedagogical and information technology alignment. This study aims to describe the process of analysing, designing, and developing interactive learning videos as part of the redesign of the multivariable calculus course to support students’ critical thinking skills. This paper will describe the lessons learned from and the next steps in this research and development process.
This study aims to determine: (1) the significant influence between learning models on metacognitive abilities, (2) significant effects between learning models on mathematical connections, (3) the interaction between discovery learning and problem based learning on metacognitive abilities, (4) the interaction between discovery learning and problem based learning models on students' mathematical connections. This research is a quasi experimental research. The instruments used were: (1) tests of students 'initial mathematical abilities (2) tests of metacognitive abilities, (3) tests of students' mathematical connections with the subject of Lines and Angles. Inferential data were performed using covariance analysis (MANOVA). The result of hypothesis testing shows that the average metacognitive ability in learning using discovery learning learning models is 77.20 > 75 with a standard deviation of 2.161 and students' mathematical connections obtained are 83.63 > 45 with a standard deviation of 3.480. By using the problem base learning model is 76.76 > 75 with a standard deviation of 2.216 and for the average mathematical connection of the students obtained 81.84 > 45 with a standard deviation of 2.096. The data show that the metacognitive abilities and mathematical connections of students who are taught using discovery learning models are better than those who are taught using problem-based learning models
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