Mathematics Learning Instructional Development based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence (Preliminary Research Stage)

Abstract

The mathematical ability of Indonesian students is still very low compared to other countries. One alternative to overcome the problem is by creating learning instructional that allows students to learn well. Most of learning instructional developed today do not accommodate the student learning styles especially in schools that have classified students based on multiple intelligences. The dominant intelligences in the classroom are intrapersonal and interpersonal. The purpose of this research is to produce a mathematics learning instructional based on Discovery Learning approach that are valid, practical, and effective for junior high school students with intrapersonal and interpersonal intelligence. These instructional are developed using a development model adapted from the Plomp model. The development process of these instructional consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the preliminary research results, we obtain that the intrapersonal student learning outcomes are not different from interpersonal. Teachers and students desperately need learning instructional with simple language and can guide students to understand the subject matter.

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

“…In guided discovery learning, students can actively and positively participate in learning and integrate and construct their own knowledge (Shieh & Yu, 2016). Guided discovery learning is learning with the pattern of the scientific method to find problem solving by students in groups with steps starting from stimulation, problem statement/identification, data collection, data processing, verification, to drawing conclusions (Yerizon et al, 2018) . Alfieri et al (2011) conducted a comparative study between unassisted discovery learning, direct instruction/explicit learning, and guided discovery learning.…”

From Myth to History: The Emergence of Historiographical Tradition in China

“…Yanshina opined, many positions became abstracted from those deities who were deemed to be the patrons of such professions (Yanshina, 1984). Such processes, of courses, were results of historicization, but they also ascribed traits of sacredness not only to rulers but to simple bureaucrats as well (Yuan, 1987;Yerizon et al, 2018).…”

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

“…About this it can be concluded that educational technology, like mathematical didactics, deals with teaching practices. It also deals with the analysis between communication theory and new technological development for the development of thought from the interpersonal to the intrapersonal through the technological support (Yerizon & Subhan, 2018).…”