Realistic Mathematics Education in Cooperative Learning Viewed From Learning Activity

Ardiyani, Shila Majid; Gunarhadi, Gunarhadi; Riyadi, Riyadi

doi:10.22342/jme.9.2.5392.301-310

Cited by 40 publications

(37 citation statements)

References 16 publications

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“…First, results demonstrate a need for mathematics educators and researchers to consider active learning models (such as STAD) that have the potential to develop students' cognitive abilities (such as mathematical reasoning) and their affective skills such as mathematics self-efficacy beliefs. Some previous reviews, meta-analyses, and empirical investigations (e.g., Ardiyani et al, 2018;Hendriana et al, 2018;Johnson & Johnson, 1999;Slavin, 2015) also attest to the benefits that students enjoy when they cooperate with others to achieve a common goal. In line with recommendations by Gillies (2016), the findings of this research demonstrate a need for teachers to provide students with opportunities where they can experience positive interdependence, individual accountability, and multiples ways of solving a given task.…”

Section: Mediation Analysismentioning

confidence: 91%

“…There is a multitude of evidence confirming that the STAD model of cooperative learning is not only ideal for improving students' conceptual understanding and achievement in mathematics (Ardiyani et al, 2018;Kramarski & Mevarech, 2003;Mukuka, Balimuttajjo, et al, 2020a) but also for improving students' social interactions, motivation, self-confidence and attitude towards mathematics (Hossain & Ahmad, 2013;Slavin, 1987;2015). Additionally, the STAD learning model has been found useful at all levels of school mathematics since it is anchored on the premise that all students, regardless of their mathematical abilities, can contribute equally to the group success.…”

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confidence: 99%

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Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

2021

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Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

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Section: Mediation Analysismentioning

confidence: 91%

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confidence: 99%

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

2021

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“…This demonstration learning method can be used to describe the shape of the perimeter and area of squares and rectangles. This method is similar to the realistic mathematics learning method developed by Ardiyani (2018) but with some differences because this demonstration method makes representations of the outside into the classroom. Mathematics learning outcomes can be improved by learning digital learning as was done by Lin and Chen (2017), besides that also by using the mathematics learning module developed Dan et al (2014;Djafar et al(2019); dan Lestari et al, (2020).…”

Section: Introductionmentioning

confidence: 99%

Influence of Demonstration Methods and Student’s Activity on Learning Outcomes

Purdiyanto¹,

Jambi²,

Sasongko³

et al. 2021

eqr

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This research is motivated by the fact in the field that the fourth-grade students' mathematics learning outcomes are still low in Public Elementery School 16 Bengkulu City. This is presumably, the lack of application of demonstration methods and student activeness towards student learning outcomes. On this basis, this study is focused on discussing mathematics learning using demonstration methods. The problem of this research is the low student learning outcomes and the students' lack of understanding of the broad and perimeter material. The purpose of this study was to determine the effect of demonstration methods and student activeness on mathematics learning outcomes of fourth-grade students of SD Negeri 16 Bengkulu City. This type of research is a quantitative study with an experimental method approach. Data collection techniques using observation, tests and documentation. The data analysis technique used the t test. The result of this research is the demonstration method and student activeness have a significant effect. So it can be concluded that the higher the student's activity, the higher the learning outcomes and the demonstration method as well as the learning outcomes, which means that the working hypothesis (Ha) in this study is accepted, that is, there are differences in student activeness in the control and experimental classes.

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“…Slavin in [11] argues that several research results prove that the use of cooperative learning can improve learning achievement as well as improve social relationship skills, foster an attitude of accepting self-deprivation and other people. In additional to learning model and approach, another factor may also affect the mathematics learning outcomes [12]. One of the cooperative learning that is expected to improve learning outcomes is the Think-Talk-Write (TTW) strategy.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Think-Talk-Write (TTW) Learning Strategy in the Critical Thinking and Mathematical Communication

Nasrulloh¹,

Umardiyah²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study is to describe the effectiveness of learning mathematics using the Think-Talk-Write (TTW) strategy and conventional learning approaches in terms of critical thinking and mathematical communication, comparing the effectiveness of Think-Talk-Write (TTW) strategy and conventional learning approaches in terms of thinking. critical and mathematical communication. The research methods is a quasi-experimental, the population in this study was students of class X MA Bahrul Ulum Jombang, totaling three classes. Based on the sampling, it was obtained that class X-IIS-1 as the experimental class and class X-IIS-II as the control class. The data was analyzed using the one-sample ttest, MANOVA test with T2 Hotteling and t test with Bonferroni Criteria. The results of research showed that at the 95% level of significansy, (1) The application of the Think-Talk-Write (TTW) learning strategy is effective, while the application of conventional learning is not effective in terms of critical thinking skills and mathematical communication.(2) The application of the Think-Talk-Write (TTW) learning strategy is more effective than the application of conventional learning in terms of critical thinking skills and mathematical communication.

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Realistic Mathematics Education in Cooperative Learning Viewed From Learning Activity

Cited by 40 publications

References 16 publications

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

Influence of Demonstration Methods and Student’s Activity on Learning Outcomes

The Effectiveness of Think-Talk-Write (TTW) Learning Strategy in the Critical Thinking and Mathematical Communication

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