Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics

Mendoza, Derling

doi:10.2139/ssrn.3639452

Cited by 5 publications

(6 citation statements)

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“…This can be seen when they follow the learning process, where students are focused and earnest in following the learning process, and when given the opportunity to ask questions, some students ask questions. In the application of meaningful learning in Islamic subjects in the implementation of the teaching and learning process, it is very necessary that the attention of students (Gadelshina, Vemury & Attar 2018;Mendoza, & Mendoza, 2018), so that what is explained by the teacher in front can be understood properly (Vachliotis, Salta, & Tzougraki, 2014), this is evident when they follow the learning process in the classroom looks orderly, seriously so there is no commotion in the classroom. Furthermore, it is known that there are several benefits in applying meaningful learning, especially for the young gifted students such as information that is learned meaningfully longer can be remembered; new information built by students will facilitate the next learning process for continuous learning material; and, information that is forgotten after the new knowledge structure is built will facilitate the process of learning things that are similar even though they have been forgotten (Lee, 2011;Tirri, Kuusisto & Aksela, 2013;Tolppanen & Aksela, 2013;Özgür, & Yılmaz, 2017).…”

Section: Discussionmentioning

confidence: 99%

Learning style and motivation: gifted young students in meaningful learning

Zubaedi¹,

Amin²,

Asiyah³

et al. 2021

Journal for the Education of Gifted Young Scientists

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This study aims to look at how the learning styles of young gifted students in Islamic education which is meaningful learning, then also see how the learning motivation, and how the influence of learning styles of learning motivation of the young gifted students. This research is a mixed study using a sequential explanatory approach. The sample of this study is the children of the young gifted students at Elementary education level, which focuses on Islamic learning. This research was conducted in two different places, namely in urban areas and in rural school areas. Researchers used a purposive sampling technique to get a number of samples, based on the technique were used, obtained by 108 students participating, with 57 students from urban school areas and 51 students from rural school areas based on the grades given by the teacher. Two types of instruments have been used in this study, namely questionnaires relating to learning styles and student motivation, as well as in-depth interview guides. The questionnaire uses a Likert scale of 5 with a Cronbach alpha value of 0.81 for the learning style questionnaire and 0.79 for the student learning motivation questionnaire. Data analysis in the form of descriptive statistics such as mean, frequency, percentage, standard deviation, min and max, and inferential statistics such as simple regression and independent sample t-test was used to answer the question of the study. The results show that the learning styles of the young gifted students in Islamic learning are very varied and good, both urban and rural school areas. Motivational results also show very good results where students feel motivated by meaningful learning both in urban school areas and rural school areas. Furthermore, further analysis shows the significant influence of student learning styles on student motivation. Independent sample t-test also shows that there are differences in the mean of students' learning styles and motivation among students who study in urban areas and students who study in rural areas, which have higher motivation and learning styles in urban students compared to students who study in rural areas. Lastly, researchers hope that further research will examine the Indonesian young gifted students, especially research, such as learning styles with student learning outcomes, or motivation towards learning outcomes, which focus on Islamic learning with the implementation of meaningful learning.

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Section: Discussionmentioning

confidence: 99%

Learning style and motivation: gifted young students in meaningful learning

Zubaedi¹,

Amin²,

Asiyah³

et al. 2021

Journal for the Education of Gifted Young Scientists

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“…The second group includes cases of complete occasional transition of proper names, or complete appellatives (Carrithers 2008;Fox et al, 2010;Mendoza, 2018). Limited sets of this type are not related by the generality of family or ancestral relationships (Lorimor et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Transition of proper personal names when using in the plural form (based on the material of the German language)

et al. 2021

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The process of language unit reinterpretation to use them in a new communicative or syntactic function is observed in the history of development of all human languages and is characterized by extreme complexity and heterogeneity. This article deals with the process of transition of personal proper names to the category of common names at the morphological level, where the factor of this transition is the grammatical category of the plural, which determines the semantic specificity of proper names in a different way than that of common names. This is due to the fact that proper names are oriented to a single object, which does not imply multiplicity. The resulting semantic shift leading to partial or complete transition of proper names, is described in this article.

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“…In line with the development of digital technology capabilities, the world of education continues to show innovation towards developments both in the learning process and learning media that are integrated with technology. Information and communication technology has been facilitated in scientific knowledge educational programs and classroom environments compared to the advancement of information and communication technologies (Adesoji, 2020;Dzakpasu et al, 2017;Mendoza & Mendoza, 2018;Razak et al, 2018;Shatari, 2020). Furthermore, instructional e-contents have now been invented by United Nations Education and affiliated organizations by attempting to make the books efficient with advanced technologies equipped with learning (Adarkwah, 2021;Azhari & Fajri, 2022;Ormancı & Çepni, 2020;Ratheeswari, 2018;Ulas, 2019).…”

Section: Introductionmentioning

confidence: 99%

Trend of Mobile Learning Implementation in Science Education from 2010 to 2021

Saphira

2022

J. penelitian. pendidik. sains

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The use of mobile learning has increased since the digitalization era. The progress of digitalization also has an impact on the world of education. The trend regarding mobile learning use is a hot topic discussed and attractive to its developers. This study aims to determine the mobile learning trend in science education for the last 11 years. This study uses qualitative bibliometric analysis of Scopus metadata. Results show that the trend of mobile learning increases yearly based on the trendline. Hence, further researchers could develop or conduct research on this keyword as an improvement to science education fields. Furthermore, future researchers can study more deeply to top contributed authors to improve the lack of previous research and complete the novelties of the research.

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Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics

Cited by 5 publications

References 0 publications

Learning style and motivation: gifted young students in meaningful learning

Learning style and motivation: gifted young students in meaningful learning

Transition of proper personal names when using in the plural form (based on the material of the German language)

Trend of Mobile Learning Implementation in Science Education from 2010 to 2021

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