Pengembangan Smart Book Materi Geometri Untuk Siswa SMP Berbasis Konstruktivisme

Argarini, Dian Fitri; Yazidah, Nok Izatul; Kurniawati, Anik

doi:10.24127/ajpm.v8i2.2156

Cited by 5 publications

(6 citation statements)

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“…It is highly recommended to build knowledge or concept to build a continuous and logical small leap. This is a feature of constructivism in building knowledge (Argarini et al, 2019;E. E. Muchlis & Maizora, 2018;Mutmainnah et al, 2019;Supardi et al, 2019;Yati et al, 2018).…”

Section: Figure 4 An Example Of Mathematical-analytical Thinking Skills In the Lecturing Methodsmentioning

confidence: 99%

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Anggoro

Puspita

Pratiwi

et al. 2021

ajpm

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Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open-ended learning method and self-awareness toward students' mathematical-analytical thinking skills. This research employs a quasi-experimental design. Based on the data and data analysis, this research is mixed-method research, and the design used in this research is the posttest control group design. This research was conducted on students who have studied the Real Analysis Courses. Based on the results of hypothesis testing, it was found out that, first, there are differences in students' mathematical-analytical thinking skills between the class that uses the Open-ended learning method and the class that uses the lecturing method. Second, there are mathematical-analytical thinking skills differences between high, moderate, and low self-awareness criteria. Third, there is no interaction between the Open-ended learning method with self-awareness of students' mathematical-analytical thinking skills.

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Section: Figure 4 An Example Of Mathematical-analytical Thinking Skills In the Lecturing Methodsmentioning

confidence: 99%

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Anggoro

Puspita

Pratiwi

et al. 2021

ajpm

View full text Add to dashboard Cite

show abstract

“…The principles on constructivist approach include (1) knowledge is built by students themselves, whether individually or socially; knowledge cannot be transferred from teachers to students, but only by students' own activeness to reason; (3) students is constructing actively and continuously, so that there is always change in concept towards a more detailed concept; (4) teachers only help providing facilities and situations for the construct process of students run smoothly [5]. So there are differences between traditional classroom and constructivist classroom, there are lists the comparisons the traditional classroom to the constructivist one.…”

Section: Fig 2 Mathematics Results On Timss 2011mentioning

confidence: 99%

Integers Learning Module with Constructivist Approach

Natalia¹,

Simbolon²,

Sofiana³

2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

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The aim of this study is to find out the suitable learning of mathematics based on constructivist approach. This research was conducted because the lack of concept understanding in students and the weak culture of making findings on their own, and this problem can be found out in the basic mathematics subject that is integer. So this research begins by designing a type of module that can help students to build integer concepts on their own. This research was conducted using research and development methods.Respondents of this study are 7th grade junior high school students, at this level they are already have the ability to perform arithmetic operations on integers, but without understanding the subject. The result of this study obtained by seeing the comparison of learning effectiveness test through the post-test and pretest scores, in addition, by looking at the student assessment questionnaire. The results show the comparison of the posttest and pretest is 66,86>43,43 with 83,15% positive respond from the students. It can be concluded that the learning module is effectively used to support the learning process on the integer subject for 7th grade junior high school students.

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“…Beberapa penelitian yang menunjukkan bahwa LKM berbasis konstruktivisme antara lain: 1) [11] yang menunjukkan bahwa LKS dengan menggunakan pembelajaran konstruktivisme praktis digunakan, 2) [12] menunjukkan bahwa Lembar Kerja Peserta Didik dengan pendekatan konstruktif sangat efektif khusunya terhadap pemahaman konsep matematis siswa, dan 3) [13] Modifikasi dari [17] Produk dikatakan praktis jika persentase rata-rata respon mahasiswa dan dosen dengan interval . Sedangkan hasil keefektifan diperoleh dari hasil tes awal dan tes akhir.…”

Section: Pendahuluanunclassified

Pengembangan E-LKM Berbasis Konstruktivisme Berbantuan Quizizz Dalam Meningkatkan Kemampuan Representasi Matematis Mahasiswa

Oktaviana

Susiaty

2022

SAP

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Pendeskripsian dari tingkat kevalidan, kepraktisan, dan keefektifan e-LKM berbasis konstruktivisme berbantuan Quizizz dalam meningkatkan kemampuan representasi matematis mahasiswa pada teori graph merupaka tujuan dari penelitian ini. Penelitian pengembangan Thiagarajan diadopsi pada penelitian ini dengan cara mendefinisikan, merancang, dan mengembangkan. Hasil validasi ahli, angket, dan uji coba sebagai acuan dalam kevalidan, kepraktisan serta keefektifan produk. Hasil kevalidan untuk aspek materi diketagorikan sangat valid sedangkan aspek media diketagorikan sangat valid. Hasil angket untuk dosen pengampu mata kuliah dengan kriteria sangat praktis, sedangkan untuk mahasiswa dengan kriteria sangat praktis. Hasil uji coba diperoleh bahwa terdapat peningkatan kemampuan representasi matematis mahasiswa pada mata kuliah teori graph yang ditunjukkan dengan terdapatnya peningkatan nilai pretest dan posttest mahasiswa sehingga produk efektif digunakan dalam perkuliahan. Dengan demikian, dapat disimpulkan e-LKM berbasis konstruktivisme berbantuan Quizizz dapat memfasilitasi pencapaian kemampuan representasi matematis mahasiswa pada mata kuliah teori graph.

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Pengembangan Smart Book Materi Geometri Untuk Siswa SMP Berbasis Konstruktivisme

Cited by 5 publications

References 0 publications

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Integers Learning Module with Constructivist Approach

Pengembangan E-LKM Berbasis Konstruktivisme Berbantuan Quizizz Dalam Meningkatkan Kemampuan Representasi Matematis Mahasiswa

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