Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu, Silfanus; Kurniawan, Yohanes; Kurnila, Valeria Suryani; Mandur, Kanisius; Jundu, Ricardus

doi:10.29333/iji.2019.12435a

Cited by 17 publications

(15 citation statements)

References 27 publications

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“…This is supported by the statement that trigonometry is an essential topic and cannot be separated from mathematics topic at the high school level (Huda & Qohar, 2021;Jelatu, Kurniawan, Kurnila, Mandur, & Jundu, 2019;Kamber & Takaci, 2018;Yang & Sianturi, 2017). The topic of trigonometry also has an important role outside the field of mathematics education, namely contributing to the development of science and technology and in everyday life such as measuring the height of buildings or buildings, flight engineering, helping to create a robot, and playing a role in the health sector (Emmanouil, Wei, & Dai, 2016;Goel, 2015;Jelatu et al, 2019;Mulyawati, Salmawati, Subianto, & Wafdan, 2017;Yang & Sianturi, 2017). In addition, the trigonometry topic has an important role because it is the topic that is tested as the final assessment in learning mathematics (Brijlall & Niranjan, 2015;Law, Shahrill, & Mundia, 2015).…”

Section: Introductionmentioning

confidence: 93%

An Exploration Student’s Errors in Solving Trigonometric Ratio Problems With Its Scaffolding

Kurniati

Suhendra²,

Priatna³

et al. 2022

AJPM

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Trigonometry is an essential topic in learning mathematics, but in fact there are still identified student errors in solving trigonometry problems. Based on these problems, this study aims to describe students' errors in solving trigonometric problems, especially on the topic of trigonometric ratios and its scaffolding. This study uses a qualitative method with a case study approach. Collecting data through observation, tests and interviews. The subjects of this study were 35 students of class X in one of the senior high schools in Kutai Kartanegara Regency, East Kalimantan. The results of this study are that there are seven types of errors made by students in solving trigonometric ratio problems, namely: (1) error in understanding the concepts; (2) error in setting operation; (3) error in performing calculation; (4) error in applying the principle; (5) error in writing algorithm; (6) random response; and (7) error in drawing. Based on the results of these studies, it can be concluded that the forms of scaffolding that can be given are:explaining, reviewing, restructuring,and developing conceptual thinking. Trigonometri merupakan materi yang esensial dalam pembelajaran matematika, namun pada faktanya masih terdapat kesalahan-kesalahan siswa yang teridentifikasi dalam menyelesaikan masalah trigonometri. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan siswa dalam menyelesaikan masalah trigonometri khususnya pada topik rasio trigonometri beserta scaffoldingnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data melalui observasi, tes dan wawancara. Subjek penelitian ini adalah 35 siswa kelas X di salah satu SMAN di Kabupaten Kutai Kartanegara, Kalimantan Timur. Hasil penelitian ini yakni terdapat tujuh jenis kesalahan yang dilakukan siswa dalam menyelesaikan masalah rasio trigonometri, yaitu: (1) kesalahan dalam memahami konsep; (2) kesalahan dalam menetapkan operasi; (3) kesalahan dalam melakukan perhitungan; (4) kesalahan dalam menerapkan prinsip; (5) kesalahan dalam menuliskan algoritma; (6) jawaban sembarang; dan (7) kesalahan dalam menggambar. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa bentuk scaffolding yang dapat diberikan yaitu explaining, reviewing, restructuring, dan developing conceptual thinking.

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Section: Introductionmentioning

confidence: 93%

An Exploration Student’s Errors in Solving Trigonometric Ratio Problems With Its Scaffolding

Kurniati

Suhendra²,

Priatna³

et al. 2022

AJPM

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“…Mobile learning is one of the answers to education reform [29]. Mobile learning helps students in creating social interactions.…”

Section: Android-based Mobile Learningmentioning

confidence: 99%

Developing Android-Based Interactive E-Modules on Trigonometry to Enhance the Learning Motivation of Students

Asmianto

Hafiizh

Rahmadani

et al. 2022

Int. J. Interact. Mob. Technol.

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The development of technology is growing very rapidly, then it should be used for improving many important aspects of our daily life, such as learning innovation. This study aims to develop an android-based interactive e-module on trigonometries’ topic to enhance the learning motivation of students. The topic of trigonometry is chosen because it lacks to be discussed. Many Android-based interactive e-modules are generally limited on numbers. On the other hand, online learning policies during pandemics make many students feel bored, one of which is because the learning applied by the learning media or methods chosen by teachers is monotonous and less attractive. The contents of this e-module consist of learning outcomes, material descriptions, learning videos, and quizzes. The method in this study is Research and Development with the ADDIE model. The ADDIE model has five stages: Analyze, Design, Development, Implementation, and Evaluation. The main key in this method is the iteration process. Before the trial, the e-module is validated by substantial experts and learning media’s experts. The substantial experts gave a score of 4.32 out of 5 which indicates the modules are valid substantially. The learning media’s expert gave a score of 4.18 out of 5 which indicates the modules are very valid. Then, these e-modules are implemented into small classes and large classes. The practicality and the effectiveness of these e-modules are measured. The practicality of these e-modules in the small class has a score 4.18 out of 5, while it has a score of 4.28 out of 5 in the large class. The effectiveness of this e-modules in small class have score 4.28 out of 5, while it has score 4.31 out of 5 in a large class. These results indicate that android-based interactive e-modules are effective and recommended to be used in the teaching-learning process on trigonometry.The development of technology is growing very rapidly, then it should be used for improving many important aspects of our daily life, such as learning innovation. This study aims to develop an android-based interactive e-module on trigonometries’ topic to enhance the learning motivation of students. The topic of trigonometry is chosen because it lacks to be discussed. Many android-based interactive e-modules are generally limited on numbers. On the other hand, online learning policies during pandemic make many students feel bored, one of which is because the learning applied by the learning media or methods chosen by teachers is monotonous and less attractive. The contents of this e-module consist of learning outcomes, material descriptions, learning videos, and quizzes. The method in this study is Research and Development with the ADDIE model. The ADDIE model has five stages: Analyze, Design, Development, Implementation, and Evaluation. The main key in this method is the iteration process. Before the trial, the e-module is validated by substancial experts and learning media’s experts. The substancial experts gave a score 4.32 out of 5 which indicates the modules are valid substancially. The learning media’s expert gave a score 4.18 out of 5 which indicates the modules are very valid. Then, this e-modules is implemented into small class and large class. The practicality and the effectiveness of this e-modules are measured. The practicality of this e-modues in the small class have score 4.18 out of 5, while it have score 4.28 out of 5 in the large class. The effectiveness of this e-modules in small class have score 4.28 out of 5, while it have score 4.31 out of 5 in large class. These results indicate that android-based interactive e-modules are effective and recommended to be used in teaching-learning process on trigonometry.

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“…Dwi (2016), throughout her many years of research, reported that the development of cellular technology in the world of education has undergone some adaptation (i.e., changes in the learning environment that are different from the previous ones). Cooperative learning designs are even more adaptive, in which students learn more independently using smartphones and collaboration Think Pair Share (TPS) Leaning Model with Android-based m-Learning affects understanding trigonometric concepts in pre-service teachers (Jelatu, Kurniawan, Kurnila, Mandur, & Jundu (2019).…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Zulfiani¹,

Suwarna²,

Miranto³

2021

INT J INSTRUCTION

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Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixedmethod consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighthgrade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.

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Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Cited by 17 publications

References 27 publications

An Exploration Student’s Errors in Solving Trigonometric Ratio Problems With Its Scaffolding

An Exploration Student’s Errors in Solving Trigonometric Ratio Problems With Its Scaffolding

Developing Android-Based Interactive E-Modules on Trigonometry to Enhance the Learning Motivation of Students

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

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