Measuring the Effectiveness of BLCS Model (Bruner, Local Culture, Scaffolding) in Mathematics Teaching by using Expert System-Based CSE-UCLA

Abstract

Many teachers experience difficulties in starting an instruction and in how to make the students learn appropriately. Meanwhile, the teacher has to make the students learn in order the teaching conforms to the four pillars of education according to UNESCO, i.e.: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. In relation to this, a study was conducted to the students of primary schools in Singaraja to see the effectiveness of BLCS model (Bruner, Local Culture, and Scaffolding) in the teaching of mathematics through a measurement using Expert System -based CSE-UCLA. The effectiveness of the teaching model was seen from learning activities, learning achievement, and the students" response to the teaching. Data were collected through observation, test and questionnaire and were then analyzed descriptively. The results show that BLCS model is an effective model to be used in the teaching of mathematics.

The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome

“…This can be seen in the result of analysis of the process of solving the problems given to the students in which they were able to give answers in more than one way with correct computational processes and results. The steps in solving problems taken at the stage of working with real problems are in line with Jerome Bruner's learning theory that states that for the teaching to be able to develop the students' intellectual ability in learning some knowledge (e.g., mathematical concepts), the teaching materials need to be presented by considering the stage of cognitive/knowledge development of the students in order the materials can be internalized in their cognitive structure (Ardana, Wisna Ariawan, & Hendra Divayana, 2017). According to Bruner, the internalization process will really occur (which means that the learning process occurs optimally) if the knowledge that is taught is learned in three stages of models, namely the enactive model, iconic model, and symbolic model.…”

The Treffinger Learning Model with RME Principles on Mathematics Learning Outcome by Considering Numerical Ability

“…Teachers are asked to consider the stages of students' cognitive development in supporting students' intellectual skills in learning something (for instance, a concept of mathematics). The internalization process can be occurred seriously (means learning process occurred optimally) if the knowledge being learned is learned in three stages model, i.e., enactive stage model (concrete stage), iconic stage model (semi-concrete stage), and abstract stage model [31].…”

Desain Pembelajaran Matematika pada Konsep Dasar Peluang Berbasis Kearifan Lokal Indramayu

“…Permasalahan tersebut bertujuan untuk mengatasi learning obstacle terkait konsep ruang sampel, yaitu siswa kesulitan dalam mengkonstruksi bentuk ruang sampel dikarenakan ketidakpahamannya mengenai konsep percobaan acak dan hasil percobaan. Proses perlibatan siswa dalam pengkonstruksian ini sejalan dengan Bruner (Ardana, Ariawan, & Divayana, 2017) melalui teori penyusunan diharapkan dapat memahami konsep secara menyeluruh.…”

“…Siswa menyadari bahwa penyusunan ruang sampel dari percobaan acak merupakan sebuah konsep yang beruntun dan memiliki keterkaitan antara satu dengan lainnya. Hal tersebut sejalan dengan teori konektivitas Bruner (Ardana, Ariawan, & Divayana, 2017) bahwa dalam pembelajaran matematika hendaknya ada keterkaitan antara konsep yang satu dengan konsep yang lainnya, serta manfaat dalam kehidupan nyata sebagai aplikasinya. Melalui teori ini, siswa menjadi komprehensif dan terasa bermanfaat mempelajari konsep sehingga termotivasi.…”