Inquiry Based Mathematics Instruction Versus Traditional Mathematics Instruction: The Effect on Student Understanding and Comprehension in an Eighth Grade Pre-Algebra Classroom

Ferguson, Kyle

doi:10.15385/tmed.2010.5

Cited by 12 publications

(22 citation statements)

References 24 publications

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“…This further implies that the developed and validated guided IBL materials can be used as alternative learning materials. These results contrast those of previous studies by Koksal and Berberoglu (2012), Duran and Dokme (2016), Abdi (2014), Aulia et al (2018), Cooper, Bailey, andBriggs (2015), Brune (2010), Ferguson (2010, Fan (2015) who regarded IBL more effective than non-IBL approach like the conventional method. However, Lynn (2012) supports the results of this study with her finding that students learn equally and effectively through both inquiry-based and traditional teaching.…”

Section: Instruction Along Levels Of Cognitive Domaincontrasting

confidence: 91%

An Empirical Study on Parents' Choices Apply on Alternative Education: A Case Study of T School in Beijing

Lin

2020

pijss

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The implementation of K-12 basic education curriculum brought some concerns in the educational sector of the Philippines such as shortage in teaching and learning materials, and the required teaching-learning approach that would cater for the development of 21 st century skills among learners.This study developed and validated guided inquiry-based learning materials in understanding the trigonometric identities in Grade 11 Pre-calculus to promote self-directed, independent, and inquirybased learning, and to verify its effects in student learning. The guided inquiry-based learning materials underwent evaluation and validation, and were evaluated as Highly Acceptable to teachers and students. This study utilized the descriptive method using the 7-point scale. Quasi-experimental design was adopted to measure the effects of the validated learning materials and the use of inquirybased learning in student's performance. Results confirmed that students are equally able to develop cognitive skills in trigonometric identities through IBL and conventional learning modality. Thus, the validated guided inquiry-based materials developed and used in this study can be adopted in its original form to promote 11 th graders' self-directed, independent, and inquiry learning necessary for developing 21 st century skills such as critical thinking.

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Section: Instruction Along Levels Of Cognitive Domaincontrasting

confidence: 91%

An Empirical Study on Parents' Choices Apply on Alternative Education: A Case Study of T School in Beijing

Lin

2020

pijss

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“…Third, the analyses of teacher-developed teaching plans show that all the teachers adopt the learner centred approach, especially multidisciplinary approaches, regardless of the content or grade level of the lessons. Such unanimous adoption is not expected because traditional ways of teaching are still common practice in subjects like math and science, especially in middle and high school classrooms (Ferguson, 2010;Stipek, Givvin, Salmon, & MacGyvers, 2001). A plausible explanation is that "teachers teach the way they are taught," since this PD adopted a learner-centred approach, in which teachers learned through interdisciplinary projects embedded in real life situations.…”

Section: Discussionmentioning

confidence: 99%

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Richman

Haines

et al. 2020

CJLT

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This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking. It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-tests analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to answer the second, third and fourth research questions. Learner-centered approaches, differentiated learning, and unplugged activities were three main themes identified in teacher-created lesson plans.

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“…Selain itu, pembelajaran matematika di kelas hendaknya membantu siswa untuk mengkomunikasikan gagasannya. Kemampuan komunikasi matematis harus dikembangkan seperti yang dijelaskan oleh (Ferguson, 2015;Manouchehri & John, 2006;Staples & Colonis, 2007), bahwa komunikasi dalam pembelajaran matematika berkontribusi pada analisis matematika yang lebih dalam pada pihak guru maupun siswa.…”

Section: Pendahuluanunclassified

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

Nurhusain

Hasby²

2021

JRHotsPM

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Matematika pada umumnya identik dengan penghitungan angka dan rumus, sehingga menimbulkan anggapan bahwa keterampilan komunikasi tidak dapat dibangun dari pembelajaran matematika. Salah satu komponen kunci yang dapat mempengaruhi keberhasilan dalam matematika adalah kebutuhan untuk memperhatikan ketelitian yang secara eksplisit meminta siswa untuk memperhatikan ketepatan baik kalkulasi maupun bahasa. Berdasarkan hasil wawancara dengan guru mata pelajaran matematika SMP di salah satu sekolah negeri yang ada di Makassar, peneliti menemukan beberapa masalah dalam pembelajaran matematika (1) metode yang digunakan guru adalah ceramah. (2) pembelajaran belum berpusat pada siswa (student centered learning). (3) Dalam menyelesaikan soal matematika siswa kurang mampu menuliskan simbol matematika dengan benar. Bagaimana meningkatkan komunikasi matematika siswa dalam membangun diskusi kelompok yang efektif melalui strategi student team heroic leadership adalah tujuan penelitian ini. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang akan di adakan minimal 2 siklus, setiap siklus terdiri dari empat tahapan yaitu: 1) Perencanaan, 2) Pelaksanaan, 3) Pengamatan, 4) Refleksi. Subjek Penelitian adalah siswa kelas VII salah satu SMP negeri yang ada di Makassar, yang terdiri dari 6 laki-lai dan 10 perempuan. Hasil penelitian menunjukkan komunikasi matematika siswa dapat ditingkatkan dengan menerapkan strategi pembelajaran Student Team Heroic Leadership, hal ini ditunjukkan dengan rata-rata nilai hasil tes komunikasi pada siklus I dari 76% menjadi 96% pada siklus II, ketuntasan hasil tes komunikasi matematika siswa secara kalsikal meningkat dari tes siklus I ke tes siklus II, dan terjadi perubahan positif aktivitas siswa pada siklus I dan siklus II. Temuan lain terungkap bahwa adanya kecenderungan siswa menyembunyikan sesuatu yang tidak diketahui selama proses pembelajaran sehingga guru kesulitan untuk menilai sejauh mana pemahaman siswa terhadap konsep dari materi matematika yang disajikan. Harapan peneliti, lebih lanjut akan dilakukan penelitian bagaimana memunculkan percaya diri siswa dalam mengungkapkan ketidaktahuan selama menyelesaikan masalah matematika yang disajikan guru selama proes pembelajaran.

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Inquiry Based Mathematics Instruction Versus Traditional Mathematics Instruction: The Effect on Student Understanding and Comprehension in an Eighth Grade Pre-Algebra Classroom

Cited by 12 publications

References 24 publications

An Empirical Study on Parents' Choices Apply on Alternative Education: A Case Study of T School in Beijing

An Empirical Study on Parents' Choices Apply on Alternative Education: A Case Study of T School in Beijing

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Komunikasi Matematis Siswa SMP: Studi Membangun Diskusi Kelompok yang Efektif Melalui Strategi Student Team Heroic Leadership

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