Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach

Demir, Mehmet; Zengin, Yılmaz; Özcan, Şule; Urhan, Selin; Aksu, Nazlı

doi:10.1080/0020739x.2022.2101955

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…Puspita et al [26] observed students' independent learning activities, which also increased significantly. Demir et al [27] explained that students' learning motivation had increased. In fact, not only has motivation increased, Miller and Cuevas [28] added that simultaneously, learning motivation and learning achievement have increased.…”

Section: Research Resultsmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

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Section: Research Resultsmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

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show abstract

“…5E öğrenme modeli destekli matematik öğretiminin, öğrencilerin akademik performanslarına (Bahtaji, 2021;Tezer ve Cumhur, 2017) ve matematiğe karşı olumlu tutum geliştirmesine katkı sağladığı görülmektedir (Turan ve Matteson, 2021). Ayrıca 5E öğrenme modeli ile desteklenen başka bir çalışmada öğrencilerin GeoGebra yazılımını aktif olarak kullandığı ve matematiksel muhakemelerinin geliştiği belirtilmiştir (Demir, Zengin, Özcan, Urhan ve Aksu, 2022). Ayrıca 5E öğrenme modeli destekli öğretimden yola çıkarak aktif öğrenmenin, iyi planlanmış öğrenme ortamlarının, iyi tasarlanmış yol gösterici materyallerin matematik derslerinin etkililiğini artırdığı ifade edilmektedir (Bilgin ve Acar, 2007;Boztaş, 2012;Norton, 2001;Sezgin Memnun, 2007).…”

Section: Introductionunclassified

İlkokulda 5E Öğrenme Modeli Destekli Matematik Dijital Çalışma Yaprakları: Bir Durum Çalışması

Esen,

Geçer,

Çetin

2023

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“…Mathematical reasoning ability can improved one of them with activity encompassing learning complex or non-routine (Demir et al, 2022). According to Lakin & Kell (2019), reasoning abilities are not static, they can be developed through experience and made easier to do through practice.…”

Section: Introductionmentioning

confidence: 99%

HOTS-oriented Learning Model and Mathematical Reasoning Ability

Ambarwati

Dasari

2022

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Penelitian primer terkait implementasi model pembelajaran berorientasi HOTS untuk meningkatkan kemampuan penalaran matematis siswa telah banyak dilakukan. Penelitian-penelitian tersebut perlu diidentifikasi, dianalisis perkembangannya, dan ditarik kesimpulan secara umum sehingga dapat dimanfaatkan sebagai saran bagi kemajuan peneliti dan praktisi di bidang pendidikan matematika. Penelitian ini bertujuan untuk melihat tren penelitian dengan mengidentifikasi dan mengklasifikasikan seluruh hasil penelitian yang berkaitan dengan penerapan model pembelajaran berorientasi HOTS untuk meningkatkan kemampuan penalaran matematis siswa di Indonesia pada tahun 2017-2022. Penelitian ini menggunakan metode Systematic Literature Review (SLR). Terdapat 29 artikel terkait yang dianalisis dalam penelitian ini. Hasil SLR ini menunjukkan penelitian implementasi model pembelajaran berorientasi HOTS terhadap kemampuan penalaran matematis siswa Publikasi paling banyak terjadi pada tahun 2018 yang menggunakan model pembelajaran DL/IL dan paling sering diterapkan pada siswa tingkat SMP/MTs di wilayah pulau Jawa. Tren penelitian menggunakan metode kuantitatif dan mengajarkan materi bangun ruang sisi datar. Hasil penelitian ini dapat menjadi pertimbangan bagi para peneliti dalam melakukan penelitian dan bagi guru dalam melaksanakan pembelajaran di kelas. Related primary research implementation of the HOTS-oriented learning model for increase students’ mathematical reasoning ability has many done. Researches the need identified, analyzed development, and pulled conclusion in general so that could utilized as a suggestion for progress researcher and practitioner in the field of math education. This study aim for see research trend with identify and classify whole results related research with application of the HOTS-oriented learning model for increase students’ mathematical reasoning ability in Indonesia on 2017-2022 period. This study use method Systematic Literature Review (SLR). There is 29 article related to be analysed in this study. The results of this SLR show implementation of HOTS-oriented learning model to students’ mathematical reasoning ability. The most publications occurred in 2018 which used the DL/IL learning model and were most frequently applied to students at the SMP/MTs level on the island of Java. The research trend uses quantitative methods and teaches material on flat sided spaces. This results could becomes consideration for researcher to do research and for internal teachers doing classroom learning.

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Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach

Cited by 9 publications

References 39 publications

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

İlkokulda 5E Öğrenme Modeli Destekli Matematik Dijital Çalışma Yaprakları: Bir Durum Çalışması

HOTS-oriented Learning Model and Mathematical Reasoning Ability

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