Reflective Plausible Reasoning in Solving Inequality Problem

Tortop³

et al. 2020

JIPFAlBiruni

Self Cite

This study aims to examine the effect of e-scaffolding in blended learning on pre-service teachers' scientific explanation abilities as well as to find out the patterns of scientific explanation of pre-service teachers who learn by e-scaffolding in blended learning. This study employed mixed-method with concurrent embedded design. Quasi-experimental research design in the form of a one-group pretest-posttest control group design was used as a quantitative approach, whereas the learning process and scientific explanation patterns were described in a qualitative approach. The population of this study was 152 elementary school pre-service teachers of a state university at Malang, while the sample was 24 elementary school pre-service teachers in the seventh semester. The sample selection technique in the study was purposive sampling. The instrument used for measuring scientific explanation abilities was problem descriptions. The quantitative data were analyzed using the t-test, while qualitative data were analyzed using descriptive method. The finding of the study indicated that pre-service teachers' scientific explanation improved after learning with e-scaffolding in blended learning. The pre-service teachers were able to explain the relationship between theory and problems very well. The recommendation for future research, it is crucial to investigate the characterization of scientific explanation

Section: Methodsmentioning

confidence: 99%

Pre-service Teachers’ Scientific Explanation with E-Scaffolding in Blended Learning

Amelia

Tortop³

et al. 2020

JIPFAlBiruni

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“…Feltovich et al (1996) asserted that the complexity of problems could inhibit students' success in problem-solving. Students can use reflective thinking maximally to defeat the complexity (Rofiki et al, 2017b). Therefore, the implication of this study in learning is that, educators should provide scaffolding to students in the form of question prompts and peer interactions so that students succeed in overcoming difficulties or obstacles to learning.…”

Section: Subject Used Translation Between Visual Representation and Smentioning

confidence: 99%

Describing the phenomena of students’ representation in solving ill-posed and well-posed problems

Santia²

2018

IJTLM

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<p>Mathematical representation is an essential aspect of mathematical problem-solving. But students’ ability of an accurate representation in ill-posed problem-solving is still very minimal compared to that in well-posed problem-solving. However, ill-posed problem supported mathematical abstraction used in mathematical concept understanding. This study described the representations used by mathematics education students in solving ill-posed and well-posed problems. Thirty Indonesian matematics education students have solved ill-well posed problems by using think-aloud. Researchers also collected data using a video recorder and a field note. Data were analyzed by a constant comparative method so that it was obtained the different characteristics of representations between solving ill-posed and well-posed problems. The finding of the study showed that verbal and symbolic representations were used by subjects to compute, detect, and correct error. They also justified their answers in ill-posed problem-solving. However, the visual representation was only used by first subject to identify and correct error. The subjects lacked to expose necessary information to solve the ill-posed problem compared to the well-posed problem.</p>

“…Understanding is a cognitive process in connecting new knowledge and prior knowledge (Haylock & Cockburn, 2008). Understanding is a crucial ability that students must have in creating cognitive relationships during the learning process (Rofiki et al, 2017). The learning process is an attempt to create conditions that involve a person's physical and mental understanding.…”

Section: Introductionmentioning

confidence: 99%

Students’ Mental Construction in Cube and Cuboid Concepts Based on Mathematical Ability Differences

Anam

Sari

et al. 2020

ajpm

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Understanding of cube and cuboid concepts is one of the essential goals of solid geometry learning. Most studies of students’ understanding of these concepts have posited a gap between the students’ surface area and volume conceptions of its and students’ understanding. The study aims to describe the students’ mental constructions in APOS (Action, Process, Object, and Schema) theory framework. This study used analysis of students as subject to three junior high school students who have differences in mathematical abilities with a qualitative approach. Data were collected by the task sheet and interview. The result of this study evidences that subject who has high mathematical ability could solve problems about cube and cuboid concepts correctly in the action stage. In the process and object stage, subject could provide detailed explanations of how steps to assess the surface area and volume of cube and cuboid. She compared two shapes with different sizes of cube and cuboid. In the schema stage, she made systematic understanding related to the concepts of surface area and volume of cube and cuboid. The subject who has medium mathematical ability explained her mental construction in action and process stage well, despite the error in the process stage. Next stage, she had compared two different shapes of cube and cuboid to found their ratio. The last stage, she had not completed her explanation. The subject has low mathematical ability could solve the problems about cube and cuboid concepts. At the process, object, and schema stage, she had not completed its indicators to show cube and cuboid concepts.