Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context

Simamora, Rustam E.; Saragih, Sahat; Hasratuddin,

doi:10.12973/iejme/3966

Cited by 208 publications

(216 citation statements)

References 24 publications

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“…Besides, the psychoanalytic ontology of desire puts stress on another ambivalence. The very situation of being of the I am possible only if the Other opposes in the final satisfaction of this desire, that is, the situation of desire turns out to be impossible for the subject [13][14][15][16][17][18]. The I am destined to experience the permanent loss of the object of desire, alienation from the Other [14][15][16][17].…”

Section: Resultsmentioning

confidence: 99%

“…The very situation of being of the I am possible only if the Other opposes in the final satisfaction of this desire, that is, the situation of desire turns out to be impossible for the subject [13][14][15][16][17][18]. The I am destined to experience the permanent loss of the object of desire, alienation from the Other [14][15][16][17]. Despite this, it is only thanks to this constant loss of the object of desire and the impossibility of fully satisfying the desire that the I become viable to fight for its being and gaining the fullness of being.…”

Section: Resultsmentioning

confidence: 99%

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The Problem of the “Other”: Where Is the Real “

Pankova*

2019

IJEAT

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The article deals with the study of the problem of “The Other” in the context of its influence on the formation and formation of “The I”. The methodological basis of the study is existentialism and psychoanalysis. The paper outlines the transition from the traditional understanding of the relationship “The I” - “The Other” to non-classical - “The Other” - “The I”. The paper considers the conditions for constructing the theory of the existence of “The Other” by J.-P. Sartre, as well as the symbolic theory of “The Other” by J. Lacan. The conclusions about the essence of the phenomena of “The I” and “The Other” are drawn based on the conceptual analysis. “The I” is defined as a field of absence, deprivation in an individual. “The Other” is defined as the Symbolic and the ontological facet of the social. The ambivalent process of interaction between “The Other” and “The I” is also presented. “The I” does not exist initially and a priori but it is formed in the process of filling the lack and void with the symbols of “The Other”. The means is the desire which, by splitting an individual, allows him to perceive and realize his being as self. The article shows that this splitting is dual: on the one hand, the I denies the existence of the Other within myself (sadistic component), and on the other, the I entirely denies its Self (masochistic component). The impossibility of being completely satisfied and identifying self with the objects of the Other allows the I not to become like the Other and perceive self as a self-independent and independent being.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Problem of the “Other”: Where Is the Real “

Pankova*

2019

IJEAT

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“…Their research showed that the mathematical understanding of students taught using learning-based context was higher than those taught using the conventional method. Furthermore, Simamora, et al (2018) and Ulandari, et al (2019) used Batak context to improve students' mathematical problem solving abilities and self-efficacy. Simamora integrated the context in their learning strategy.…”

Section: Researcher (R)mentioning

confidence: 99%

Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses

Usnul

Johar

Sofyan

2019

J. Res. Adv. Math. Educ

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The achievement of Indonesian students in PISA remains unsatisfactory, as evidenced by their scores that are below the baseline level set in PISA. One of the contributing factors is that Indonesian students are less trained in solving problems with characteristics such as in PISA items. Therefore, it is necessary to familiarize Indonesian students with PISA equivalent problems, but the availability of these questions is still limited, especially concerning reasoning ability. In addition, the use of context is also crucial, especially the local contexts, which can help students understand mathematical phenomena from the perspective of their life experiences. The purpose of this study was to develop the questions of PISA equivalent mathematical reasoning ability using the context of Aceh traditional houses. This research used formative evaluation type development research from Tessmer. The results of this study were 12 mathematical questions equivalent to PISA using the context of Aceh traditional house. The potential effect of the questions developed was analyzed based on the student's responses to the questionnaire, including two aspects: 1) students are interested and seriously working on the questions and 2) the students are interested in using the equivalent PISA questions in the future.

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“…In this context, the post-traumatic condition often turns out to be the mechanism of social consolidation and differentiation ("grief united"). The ability to recognize the "community of pain" serves as a social watershed, symbolically isolating the "survivors" from everyone else" [13,18].…”

Section: International Journal Of Engineering and Advanced Technologymentioning

confidence: 99%

Cultural Trauma in the Context of Self Consciousness

Spirchagova*,

Ivanova,

Safonov

2019

IJEAT

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Researchers agree that the reasons for the trauma are the sudden radical changes taking place in society, which lead to a mismatch of all its spheres, especially the social and cultural spheres, causing instability. Today, scientists are focused on cultural trauma, as it is the transformations in the sphere of culture that cause the most serious consequences, have the most significant effect on the life of society. With regard to the problem of cultural trauma role we consider in the development of historical memory, the thing is about a narrative representation of reality both in historical science and in national consciousness as a whole. Also the thing is about the representation of the trauma itself. One should take into account that during the social studies of trauma, most theorists emphasize that often trauma is not so much what really exists or existed; trauma is a social construct created by a social group, ethnic community or society as a whole. Moreover, the creation of this construct is decisively influenced primarily by sociocultural processes. Ethnic conflicts that do not fade in the modern world actualize the development of new methodological approaches to the analysis of both cultural trauma and cultural and historical memory.

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Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context

Cited by 208 publications

References 24 publications

The Problem of the “Other”: Where Is the Real “

The Problem of the “Other”: Where Is the Real “

Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses

Cultural Trauma in the Context of Self Consciousness

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