Development of Learning Device through Problem Based Learning Model Assisted by Geogebra to Improve Students’ Critical Mathematical Thinking Ability

Nurmanita,; Siagian, Pargaulan; Sitompul, Pardomuan

doi:10.12691/jmsa-7-1-1

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…Students only memorize so that their understanding of the concept is lacking in solving a problem (Nurani et al, 2020;Sartono et al, 2018). Classroom management carried out well by the teacher will provide a conducive and innovative learning atmosphere (Effendi & Hendriyani, 2020;Ginting, 2016;Nurmanita et al, 2019). More advanced students can advance an understanding of ethics in learning activities that impact student learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…P-ISSN: 2579-7158 E-ISSN: 2549-6050 to solve meaningful, relevant, and contextual problems (Effendi & Hendriyani, 2020;Yuniawardani & Mawardi, 2018). Problem-based learning is also defined as a learning model that challenges students to learn, work together in groups to find solutions to real problems (Nurmanita et al, 2019;Safithri et al, 2021). The focus on learning activities strengthens the skills, ethics, and integrity that lie at the forefront of Education.…”

Section: Discussionmentioning

confidence: 99%

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Problem-Based Learning Model in Classroom Management with Scaffolding Techniques on Learning Outcomes and Student Independence

Asrial

Kurniawan

Kiska

et al. 2021

International j.of Elementary Education

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There are still many students who get scores below the average. It is because students have difficulty in learning. This study examines the effect of problem-based learning models with scaffolding techniques, the effect of independent learning on student learning outcomes, and the level of differences in learning outcomes between students who apply problem-based learning models and problem-based learning models with scaffolding techniques rather than conventional learning models. This study uses a quantitative research type with a quasi-experimental design with a 3 x 3 factorial design, using a Nonequevalent control group design (pretest-posttest). The sample in this study amounted to 77 students. The study was conducted using quantitative data obtained from questionnaires and surveys. The instrument used to collect data is a questionnaire. The techniques used to analyze the data are qualitative descriptive analysis, quantitative, and inferential statistics. The study results are significant differences between the Problem Based Learning learning model with the Scaffolding technique with the conventional learning model of student independence in learning, and student learning outcomes are dominant in the application of problem-based learning. It can be concluded that the application of the Problem Based Learning model with the Scaffolding technique obtains the best learning outcomes when compared to other learning models.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Problem-Based Learning Model in Classroom Management with Scaffolding Techniques on Learning Outcomes and Student Independence

Asrial

Kurniawan

Kiska

et al. 2021

International j.of Elementary Education

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“…The 4-D development model consists of 4 stages of development. The stages of the 4-D model are defined, designed, developed, and disseminated (Nurmanita et al, 2019). The development procedure refers to the 4-D model.…”

Section: Methodsmentioning

confidence: 99%

Thematic Practicum Handbook Theme 2: Student Interests and Critical Thinking Skills for Fourth Grade Elementary School Students

Arsil

Noviyanti

Kurniawan

et al. 2021

j. ilm. sekol. dasar

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Thematic learning with the main content of science is not learning that only memorizes concepts. However, there needs to be learning where students experience and find out for themselves. The learning in question is practicum-based. This research aims to examine the effect of developing a practical guidebook on students' interests and critical thinking skills. The research method used is the type of research and development or R&D with a 4D procedural model. The sample in this study was 137 students in class IV, with a sampling technique of purposive sampling. Researchers used a questionnaire as a data collection instrument. The questionnaire used consisted of a student interest questionnaire and critical thinking. Data analysis used descriptive statistics and regression tests. Descriptive statistics are used to analyze data by describing or describing the data that has been collected. The results of this study are that students' interest in learning and students' critical thinking skills are categorized as good. The results of the regression test revealed that the implementation of the thematic practicum guidebook theme 2 affected students' interest and critical thinking skills. The implications of the research & development of the thematic practicum guidebook theme 2 in class IV learning are practical guide material. Therefore, it is essential to use a practicum manual in the learning process by both teachers and students to increase and develop students' interests and critical thinking skills.

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“…Education is a process of maturing humans through teaching and training and improving one's abilities. Quality education will create human beings with the ability and capable skills (Nurmanita et al, 2019;Perawansa et al, 2019). Education has a goal: to form a person to be creative and innovative, have a noble character, and increase knowledge (Barragán-Sánchez et al, 2020;Rusydiyah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Character Survey Assessment Instruments for Fifth Grade Elementary School Students

Wardana

Rati

2022

mimb.pgsd undiksha

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The teacher's assessment of student character is only through direct observation of students without using an assessment instrument. In addition, students' behavior rarely reflects good and trustworthy character. This research aims to develop a character survey assessment instrument for fifth-grade elementary school students. This type of research is the development of the RDR model. The research subjects were two instrument experts and two practitioners. The product trial subjects consisted of 30 students. The methods used to collect data are questionnaires, interviews, documentation studies, and observations. The instrument used to collect data is a questionnaire. The data analysis techniques are descriptive, qualitative, and quantitative. The analysis results show that the experts' content validity of the character survey assessment instrument is 1.00 (very high). The teacher's content validity analysis results are 1.00 (very high). The experts' reliability test results are 1.00 (reliable), and the teacher is 1.00 (reliable). The results of the response analysis from the trial of the character survey assessment instrument were 95%. The character survey assessment instrument's criteria were very good based on the test results. It is concluded that the character survey instrument is suitable for use by teachers.

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Development of Learning Device through Problem Based Learning Model Assisted by Geogebra to Improve Students’ Critical Mathematical Thinking Ability

Cited by 9 publications

References 9 publications

Problem-Based Learning Model in Classroom Management with Scaffolding Techniques on Learning Outcomes and Student Independence

Problem-Based Learning Model in Classroom Management with Scaffolding Techniques on Learning Outcomes and Student Independence

Thematic Practicum Handbook Theme 2: Student Interests and Critical Thinking Skills for Fourth Grade Elementary School Students

Character Survey Assessment Instruments for Fifth Grade Elementary School Students

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