Improving Mathematical Representation Ability of Student’s Senior High School by Inquiry Training Model with Google Classroom

Abstract

This study aims to find the improvement students’ mathematical representation ability after being given treatment of the inquiry training learning model with the google classroom. This research is quasi-experimental. Research variables include the independent variable in the form of inquiry training learning model with google classroom assistances and the dependent variable in the form of mathematical representation ability. The research sample is class of XI MIA 1 SMA Negeri 1 Banguntapan in the academic year 2017/2018 which amounted to 29. The sample is determined by lottery. Data collection techniques in the form of tests with data collection instruments in the form of pretest-posttest questions. Data analysis techniques used descriptive statistics and Normalized Gain (N-Gain). The results of the data analysis show the learning model of inquiry training with google classroom can improve the mathematical representation ability of students in the medium category.

Mathematical representation: A bibliometric mapping of the research literature (2013–2022)

“…Meanwhile, the other authors, namely Septian, Kuswanto, Wilujeng, and Widada, had no relationship with each other, nor did they interact socially with Juandi and Jupri. Kuswanto has published five documents related to mathematical representation ability on the effectiveness of the use of carom comic game learning media (Rahayu & Kuswanto, 2021), multimedia learning modules (Setiyadi et al, 2019), Android-based Google Classroom (Wulandari et al, 2019), as well as physics comics (Sari et al, 2020) and CAKA (Kurniawan & Kuswanto, 2021) based on local wisdom. Meanwhile, Septian examines learning related to increasing mathematical representation abilities assisted by GeoGebra by applying somatic, auditory, visualization, intellectual, and project-based learning models (Septian, Suwarman, et al, 2020) and GeoGebra in the integral field (Septian, Darhim, et al, 2020).…”

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

“…This learning tradition makes different colors emerge in Indonesian physics education besides the five scientific cycles-oriented learning approaches in the implementation of the 2013 national curriculum. They are reported by diverse papers, particularly in addressing inquiry-based learning [259][260][261][262], project-based learning [263][264][265], and problem-based learning [266][267][268]. Moreover, Indonesian PER scholars are motivated to adapt physics learning through the lens of a cooperative framework (social learning theory), i.e., collaborative game-based learning [109], think pair share (TPS) [112], time token [269], and social learning cycle [270].…”

Blended Learning: Kemampuan Berpikir Kritis, Self Concept, dan Mathematics Anxiety Pada Mata Kuliah Aljabar Abstrak

“…Mahasiswa juga dituntut aktif berdiskusi dengan temannya baik ketika dikelas maupun saat pembelajaran online. Hal tersebut sejalan dengan penelitian (Wulandari, Hariadi, Jumadi, Wilujeng, & Kuswanto, 2019) yang menyebutkan bahwa penggunaan google classroom akan dapat menumbuhkan rasa kerjasama antar dosen dan sesama mahasiswa yang lebih kuat. Selain itu, penelitian ini juga sejalan dengan hasil penelitian (Rahiem, 2020) yang menunjukkan bahwa blended learning pada masa pandemi covid-19 merupakan salah satu alternatif pembelajaran yang mampu menghasilkan perasaan berkomunitas yang lebih kuat antar dosen dan mahasiswa.…”