The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review

Izzatie, Nur; Hidayat, Riyan

doi:10.12973/ijem.8.4.669

Cited by 5 publications

(3 citation statements)

References 72 publications

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“…Qualitative data obtained during observation, interviews and documentation. Meanwhile, quantitative data was obtained by distributing instruments to prospective mathematics teacher students (Khaizaar & Hidayat, 2022;Maybury et al, 2022;Paidican & Arredondo, 2022). The data obtained is interpreted in the form of numbers and sentences by describing the findings and actual events.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of Students' Difficulties in Learning Mathematics in Complex Variable Material

Lumbantoruan

2023

JERE

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Prospective mathematics teachers are required to be able to master facts and be able to give examples that exist in everyday life. A prospective mathematics teacher is expected to be skilled and mature in using media when operating, explaining and demonstrating direct objects that exist in any complex variable material. The aim of this study is to analyze the obstacles and difficulties of students in Mathematics. Two indicators for assessing mathematics learning outcomes: 1) Direct objects (Facts, Concepts, Skills, and Principles), and 2) Indirect objects (Internet and friends). Mixed methods research method. The subject of the complex variable mathematics course and the student object. Qualitative data collection techniques by observation, interviews, documentation and quantitative survey method collection techniques by distributing instruments. Analysis with, presentation, reduction, presenting bar charts, data synchronization and drawing conclusions. The findings, students' difficulties lie in the direct object, namely mastery of mathematical facts 95.55% and concept difficulties 91.11%, principle (formula) difficulties 91.11% and algorithms 75.55%. Students who get good grades online are assisted by indirect objects, namely the internet and other student discussion partners. In conclusion, students' obstacles and difficulties lie in the direct objects of fact indicators (definitions) and concepts. Material design, facts and concepts with group discussion models are learning solutions.

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Section: Methodsmentioning

confidence: 99%

Evaluation of Students' Difficulties in Learning Mathematics in Complex Variable Material

Lumbantoruan

2023

JERE

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“…Data analysis used in this research is the thematic analysis and data extraction (Khaizaar & Hidayat, 2022;Kusmaryono et al, 2022). Studies were selected if they met the following criteria: (1) were written in English, French, Spanish, Russian, Mandarin, and Arabic (2) discussed misconceptions in chemistry (3) explained in detail the types of chemical materials that experienced misconceptions.…”

Section: Data Analysis and Study Selection Criteriamentioning

confidence: 99%

Student Misconception In Chemistry: A Systematic Literature Review

2024

Pegegog

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This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States,

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“…Nunes Bica and Roehrs (2021) explain that this impacts the assessment practices developed during the teaching-learning process, as assessment is not done at the end of learning only. Multiple representation learning has an impact on students' ability to build and apply concepts to various problems (Khaizaar & Hidayat, 2022).…”

Section: Multiple Representation Approach Implementation In Elementar...mentioning

confidence: 99%

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Zuhri

Wilujeng

Haryanto

2023

IJLTER

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The paper investigates the multiple representation approach as used in elementary school science learning. A systematic literature review (SLR) method and preferred reporting items for systematic review and meta-analysis (PRISMA) protocol were employed in this research. This included systematic review stages, eligibility and exclusion criteria, review process procedures, and data abstraction and analysis assisted by Publish or Perish 7, VOSviewer, and NVivo 12 Plus applications. The search for publications on Scopus through the Publish or Perish 7 application yielded 605 publications, and for the ERIC database, there were 2018 publications, making 2623 publications. The publications were then filtered according to compatible themes and 50 were selected to be used as material for the SLR. The 50 publications were analyzed according to the assigned topics through the NVivo 12 Plus application, and the results are described in this paper. According to literature, multiple representations is a learning approach that involves using more than one or two representations. This is done by utilizing text, video, tables, audio, animation, diagrams, analogies, cartoons, movements, formulas, and graphs to reflect, interpret, and solve scientific problems in elementary science learning. The multiple representation approach is implemented through task assignment, visualization technology; representation of images, symbols, tables, pictures, and graphs; scientific investigations; engineering design; technological skills; applications; recordings; and written symbols. The impact that the multiple representation approach has in elementary science learning is an increase in reasoning skills, critical thinking skills, communication skills, solving of science problems, concern for nature conservation, and social and visual intelligence. This paper contributes to research examining multiple representations in elementary school science learning.

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The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review

Cited by 5 publications

References 72 publications

Evaluation of Students' Difficulties in Learning Mathematics in Complex Variable Material

Evaluation of Students' Difficulties in Learning Mathematics in Complex Variable Material

Student Misconception In Chemistry: A Systematic Literature Review

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

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