Evaluation of the Mathematical Processes in the Practices of Teaching and Learning in Childhood Education

Coronata, Claudia; Alsina, Ángel

doi:10.1016/j.sbspro.2014.05.227

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…Based on group discussion, students could distinguish the types of direct proportion or inverse proportion accompanied by reasons that supported the answers. According to Coronata & Angel, communication is ultimately a tool that encourages interaction with others to clarify mathematical ideas, to strengthen communication, ideas to become objects of reflection, precision and discussion [5]. In addition, by communicating with arguments, students learn to be clear and convince in the use of mathematical language, and at the same time, to listen to the explanation of others, deepen their own understanding of mathematical ideas.…”

Section: Figure 1 Discussion Results Of Activity Sheetmentioning

confidence: 99%

Analysis of Mathematical Communication Ability in Learning Proportion Topic Using Scientific Approach

Musriroh¹,

Qohar²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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Communication is an important aspect in learning mathematics. In the process of learning mathematical communication, there is a standard communication process that must be met. The purpose of this study was to describe mathematical communication ability on direct proportion topic and inverse proportion topic using a scientific approach and to explain the factors inhibiting mathematical communication ability. The design of this research was qualitative descriptive research. The instruments used were lesson plans, modules, worksheets, and documentation. The research results that were obtained included achievement of mathematical communication process standards such as (1) organizing and consolidating students' mathematical thinking through communication, (2) communicating students' mathematical thinking coherently (logically) and clearly to friends, teachers, and others, (3) analyzing and evaluating mathematical thinking and strategies used by others, and (4) using mathematical language to show mathematical ideas appropriately in each peer teaching activity.

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Section: Figure 1 Discussion Results Of Activity Sheetmentioning

confidence: 99%

Analysis of Mathematical Communication Ability in Learning Proportion Topic Using Scientific Approach

Musriroh¹,

Qohar²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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“…It was told by Runtukahu & Kandou[13] that counting is a process when children mentioning numbers with its number names. The aim of counting ability is also explained by Coronata & Alsina [14] that during early age, counting ability is a key to learning further mathematics.…”

Section: Related Work/literature Reviewmentioning

confidence: 99%

The Impact of Audiovisual Media Towards Ability on Counting, Measurement, and Geometric

Setyowahyudi¹,

Suyanto²

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The aim of this study is to knowing the impact and differences of audiovisual media and conventional media toward the ability on (1) counting, (2) measurement and (3) geometric for children agile 4-5-year-old. The method used in this study is experimental methods with quasi experimental design. The subject of this study are children in agile 4-5year-old in Rahmatullah Kindergarten, Banyuwangi City, Indonesia which are 84 children in total from middle-up background of family. The authors used interview and data collection instrument through audiovisual media. Technique of analysis of this study consist of data prerequisites test and data hypothesis test. The data test prerequisites consist of normality, homogeneity, and linearity test. While data hypothesis test uses analysis covariance with 5% of significance level. According to the result on data hypothesis test on ability of counting, measurement, and geometric shows sig analysis covariance variable at 0,000 < 0,05. Therefore we can conclude that there is impact and differences on the using of audiovisual media and conventional media toward ability on (1) counting, (2) measurement, and (3) geometric for children agile 4-5-year-old.

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“…Kedudukan penilaian sangat penting dalam kegiatan pembelajaran. Penilaian sebagai suatu cara untuk mengetahui ketercapaian suatu tujuan pembelajaran (Coronata & Alsina, 2014). Penilaian dapat dibedakan menjadi penilaian formatif dan penilaian sumatif.…”

Section: Evaluasi Pkmunclassified

Meningkatkan Kemampuan Pemahaman Perangkat Pembelajaran Berbasis Problem-Based Learning Melalui Pelatihan Interaktif Bagi Guru-Guru Sekolah Dasar

Haji,

Yumiati,

Zamzaili

2023

JMM

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Abstrak: Perangkat pembelajaran berperan penting bagi terselenggaranya pembelajaran yang berkualitas. Perangkat pembelajaran berbasis problem based-learning (PBL) mempermudah guru dalam menerapkan PBL dalam mencapai tujuan pembelajaran. Pelatihan ini bertujuan untuk meningkatkan kemampuan pemahaman guru tentang perangkat pembelajaran berbasis PBL di SD. Metode yang digunakan adalah pelatihan interaktif. Peserta pelatihan sebanyak 21 orang guru SDN 09 Kota Bengkulu. Evalusi kegiatan pelatihan menggunakan pretes, postes, dan angket. Hasil pelatihan sebagai berikut: (1) Terjadi peningkatan kemampuan pemahaman guru-guru SDN 09 Kota Bengkulu tentang perangkat pembelajaran berbasis PBL setelah dilakukan pelatihan interaktif sebesar 0,58 (58%) terdiri atas: a) Peningkatan perangkat pembelajaran sebesar 0,34 (34%) (bahan ajar 0,13 (13%), media pembelajaran 0,56 (56%), silabus 0,41 (41%), instrumen penilaian 0,47 (47%) dan b) Peningkatan kemampuan pemahaman problem based-learning sebesar 0,41 (41%). Respon siswa terhadap kegiatan pelatihan adalah sangat baik dengan skor 4,6 (skala likert 1-5). Hasil pelatihan sangat bermanfaat bagi guru-guru SDN 09 kota bengkulu dalam melaksanakan tugas sehari-hari di kelas..Abstract: Learning devices play an important role in the implementation of quality learning. Problem-based learning (PBL)-based learning tools make it easier for teachers to apply PBL in achieving learning objectives. This training aims to increase elementary school teachers' understanding of PBL-based learning tools. The method used is interactive training. The training participants were 21 teachers at SDN 09 Bengkulu City. Evaluation of training activities using pre-test, post-test, and questionnaires. The results of the training are as follows: (1) There was an increase in the understanding ability of teachers of SDN 09 Bengkulu City about PBL-based learning tools after interactive training by 0.58 (58%), which consisted of a) Increased learning tools 0.34 (34%), teaching materials 0.13 (13%), learning media 0.56 (56%), syllabus 0.41 (41%), assessment instruments 0.47 (47%) and b) Increased learning problem-based understanding skills by 0.41 (41%). The student response to the training activities was excellent, with a score of 4.6 (Likert scale 1-5). The training results were beneficial for SDN 09 Bengkulu City teachers in carrying out their daily assignments in class.

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Evaluation of the Mathematical Processes in the Practices of Teaching and Learning in Childhood Education

Cited by 8 publications

References 4 publications

Analysis of Mathematical Communication Ability in Learning Proportion Topic Using Scientific Approach

Analysis of Mathematical Communication Ability in Learning Proportion Topic Using Scientific Approach

The Impact of Audiovisual Media Towards Ability on Counting, Measurement, and Geometric

Meningkatkan Kemampuan Pemahaman Perangkat Pembelajaran Berbasis Problem-Based Learning Melalui Pelatihan Interaktif Bagi Guru-Guru Sekolah Dasar

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