Application of information technology and communication-based lesson study on mathematics problem-solving ability

Abstract

The purpose of this research is (1) to test whether there was a difference in the average students’ mathematical problem-solving abilities before and after implementing information and communication technology-based lesson studies and (2) to test whether students’ mathematical problem-solving abilities after learning through the application of technology information and communication-based lesson study to achieve learning completeness. This research was an experimental type using a quasi-experimental design and refers to the one group’s pretest-posttest design. The population in this research were students of the Mathematics Education study program Universitas Muria Kudus. The sample of this research is the first semester students. The test technique is used as a research data collection technique. Technique tests are carried out to measure students’ mathematical problem-solving abilities. The data analysis in this research includes the sample group average difference test and learning mastery test. Based on the data analysis, the results of the mathematical problem-solving ability after implementing lesson study based on information and communication technology are better than before applying and the mathematics problem-solving ability of students after learning through application after implementing lesson study based on information and communication technology reaches learning completeness.

The Effect of Technological Skills on Developing Problem Solving Skills: The Moderating Role of Academic Achievement

“…In addition, considerable development has been made in the field of current technological tools in general during the last few years. As a result of this expansion, modern technology has invaded the field of education, providing ideas for the educational process as well as solutions to many of the issues it faces (Hutapea et al, 2020;Bintoro, Zaenuri & Wardono, 2021). The scarcity of available materials, the large number of students in the classroom, the spacing of distances, and the adaptation to the minds of students who have been dominated by technology in order to facilitate the access of information to the mind in accordance with the curriculum's objectives in an enjoyable manner are the most significant of these (Hutapea et al, 2020).…”

“…Teachers who use modern technology in the classroom are so at ease and confident with it that their desire to learn more about it improves their confidence in using it (Browh, 2014). The use of modern technology in education represents a method that enhances the educational process and transforms it from an imitation stage to one of creativity, interaction, and skill development (Bintoro et al, 2021). One of the most significant components in the growth of the educational process is the use of current technology in education and the selection of the finest and most successful based on Jordan's unique educational system considerations (Malkawi et al, 2019).…”

“…He also stated that the most significant talents for the twenty-first century are technology skills, communication, problem-solving, and critical thinking, which have a favorable impact on overall life satisfaction and performance. Bintoro et al (2021) investigated if there was a difference in students' mathematics education study program Universitas Muria Kudus problem-solving skills before and after ICT-based lesson studies. The findings revealed that after adopting lesson study based on information and communication technology, students' mathematical problemsolving skills are better than before.…”

The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

“…Geometry is a mathematics field of learning at the primary until university education levels. The reasoning and applied aspects of geometry play important roles in mastering science and technology [1]. Although this material exists in all education levels, it does not guarantee the learners will not commit any mistakes to answer the questions.…”

Proses Berpikir Spasial Ditinjau Dari Kecerdasan Intrapersonal Mahasiswa Pendidikan Matematika

“…Proses berpikir spasial diperlukan untuk menyelesaikan masalah geometri. Kemampuan berpikir dapat ditingkatkan dengan proses berpikir yang sistematik (Bintoro et al, 2021). Pentingnya mempelajari pemikiran spasial karena berhubungan dengan indikator kecepatan keberhasilan matematika (Tikhomirova, 2017).…”