129 research outputs found
Indonesian Pre-Service Teachers Learning Motivations and Goal Achievements: A Qualitative Study
Get PDFThe purpose of the present study was to investigate Indonesian pre-service teachers’ motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants’ motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed
Fractions Division Knowledge of Elementary School Student: The Case of Lala
Get PDFDivision of fractions is often acknowledged by mysterious rule which is not based on conceptual knowledge. The purpose of the study was to explore elementary school student’s knowledge of division fractions. For this purpose, a case study was conducted. The participant of the study was Lala (pseudonym) who enrolled at one elementary school in East Jakarta. The data were collected by administering written test and semi-structured interview respectively. The findings of the study indicated that Lala was able to describe strategy of division fractions as inverse of repeated addition flexibly. She also had basic understanding of fractions division concept as equal sharing, but when she was challenged with advance problems, she performed poorly. Lala also encountered difficulty when dealing with dividing fraction by fraction problem in which she interpreted it as subtraction problem. In this case, her procedural knowledge was likely to be more salient than her conceptual knowledge
Eksplorasi Justifikasi dan Rasionalisasi Mahasiswa dalam Konsep Teori Graf
Get PDFTujuan penelitian ini adalah mendeskripsikan performa mahasiswa dalam memberikan justifikasi dan rasionalisasi terhadap empat buah pernyataan tentang konsep Teori Graf dalam konteks perkuliahan Matematika Diskrit. Penelitian ini adalah studi kasus dan melibatkan sebanyak 23 mahasiswa semester enam di salah satu perguruan tinggi negeri di Jakarta. Respon mahasiswa dianalisis dan dikelompokkan ke dalam empat kategori berdasarkan justifikasi dan rasionalisasinya. Temuan dari penelitian ini adalah bahwa sebagian besar mahasiswa belum dapat memberikan justifikasi dan rasionalisasi yang tepat terhadap empat pernyataan yang diberikan. Terkadang justifikasi tidak sejalan dengan rasionalisasi yang diberikan. Berdasarkan temuan tersebut, didapatkan bahwa keberhasilan atau kegagalan mahasiswa dalam memberikan justifikasi dan rasionalisasi setidaknya dipengaruhi oleh tiga faktor pendukung atau penyebab, yaitu: (1) pemahaman konsep, (2) koneksi matematis, dan (3) pembuktian matematika. Terdapat implikasi dari hasil penelitian ini
Exploration of Students' Problem Solving Ability in View of Self-Regulated Learning on the Topic of Two Variable Linear Equation Systems
Get PDFThere are factors that influence the success of mathematical solution to problem abilities namely is self-regulated learning. This’s an internal factor that must be possessed by students which is still not optimal and needs to be studied. This study aims to explore and describe solving mathematical problems in SPLDV material, namely the elimination method and the substitution method. The population of class VIII students at modern female Islamic boarding school At-taqwa Bogor are all female students. Mixed method is the step used in this study with a concurrent embedded design. Experimental class VIII.C and 6 subjects were selected, divided into 2 student cognition of regulation, 2 students Motivation of regulation, 2 students Behavior of regulation. Data collection was carried out by tests, questionnaires and interviews. The results of the study; 1) The MMP learning model is more successful in the ability to solve problems in the KKM score; 2) The average value of the problem-solving ability test in the MMP class is better than direct learning; 3) the factor of self-regulated learning is concluded that; (a) students' problem solving skills with very good cognitive regulation; (b) Problem solving skills with good predicate motivational regulation and sufficient checking of answers; (c) The ability of students with affective regulation in the three steps is quite sufficient
Exploring mathematics teachers perspectives on the effectiveness of blended learning for professional development program
No full textÜstbilişsel öğretim yönteminin on birinci sınıf öğrencilerinin üstbilişsel becerilerine ve işlemsel ve kavramsal matematik bilgilerine etkisi.
No full textThe purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacognitive instructional method called IMPROVE (Introduction, Metacognitive Inquiry, Review, Practicing, Obtaining Mastery, Verification, and Enrichment) was applied, whereas in the control group traditional instruction was used to teach composition and inverse function, infinite sequence and series, and line equations topics within 9 weeks. The data collection tools used were Procedural and Conceptual Knowledge Test, Metacognitive Awareness Inventory. Using Multivariate Analysis of Covariance, the main effects of teaching methods, gender, and interaction between them were investigated. Consequently, (1) IMPROVE instructional method was more effective in supporting students’ procedural and conceptual knowledge, and regulation of cognition, (2) there was gender difference in students’ procedural and conceptual knowledge, and regulation of cognition in favour of female students. No interaction between instructional methods and gender was found. Another purpose of the study was to explore students’ experience with metacognitive instructional method. Therefore, qualitative data was compiled. Fourteen students who had different abilities from experimental group were interviewed semi-structurally after the treatment. The data was transcribed, coded and categorized. Generally, students took benefits from IMPROVE instructional method even though at the beginning they encountered with several challenges
Üstbilişsel öğretim yönteminin on birinci sınıf öğrencilerinin üstbilişsel becerilerine ve işlemsel ve kavramsal matematik bilgilerine etkisi.
No full textThe purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacognitive instructional method called IMPROVE (Introduction, Metacognitive Inquiry, Review, Practicing, Obtaining Mastery, Verification, and Enrichment) was applied, whereas in the control group traditional instruction was used to teach composition and inverse function, infinite sequence and series, and line equations topics within 9 weeks. The data collection tools used were Procedural and Conceptual Knowledge Test, Metacognitive Awareness Inventory. Using Multivariate Analysis of Covariance, the main effects of teaching methods, gender, and interaction between them were investigated. Consequently, (1) IMPROVE instructional method was more effective in supporting students’ procedural and conceptual knowledge, and regulation of cognition, (2) there was gender difference in students’ procedural and conceptual knowledge, and regulation of cognition in favour of female students. No interaction between instructional methods and gender was found. Another purpose of the study was to explore students’ experience with metacognitive instructional method. Therefore, qualitative data was compiled. Fourteen students who had different abilities from experimental group were interviewed semi-structurally after the treatment. The data was transcribed, coded and categorized. Generally, students took benefits from IMPROVE instructional method even though at the beginning they encountered with several challenges.Ph.D. - Doctoral Progra
The effect of metacognitive instructional method on eleventh grade students' metacognitive skill and mathematical procedural and conceptual knowledge
No full textPEMBELAJARAN MATEMATIKA MODEL ADVANCE ORGANIZER UNTUK MENINGKATKAN KEMAMPUAN METAKOGNISI SISWA SMA:Penelitian Eksperimen Terhadap Siswa SMA Negeri 6 Bandung Kelas X Semester 2 )
Get PDFKemampuan metakognisi siswa SMA masih rendah. Hal ini, dibuktikan dengan masih adanya kelemahan yang ada pada diri siswa, diantaranya; 1) kurang memahami dan kurang menggunakan aturan-aturan matematika dengan tepat dan semestinya, 2) kurang memiliki pemahaman materi prasyarat yang baik, 3) kurang memiliki kemampuan dalam menyelesaikan soal memakai prosedur yang logis sehingga yang terpikirkan oleh mereka adalah hasil akhir yang diperoleh tidak peduli apapun prosedur yang dipakai, 4) jarang sekali memeriksa atau menyimak jawaban yang diperoleh. Hal ini terjadi karena siswa belajar menghafal, bukan belajar bermakna. Kebermaknaan dalam proses pembelajaran matematika merupakan hal yang sangat penting. Kebermaknaan dalam belajar dapat diperoleh dengan menghubungkan materi pelajaran yang telah dipelajari siswa dengan materi yang akan dipelajari. Salah satu alternatif untuk meningkatkan metakognisi siswa dengan belajar bermkna adalah pembelajaran matematika dengan menggunakan model advance organizer. Penelitian ini dilakukan untuk mengetahui apakah terdapat perbedaan metakognisi antara siswa yang memperoleh pembelajaran advance organizer dengan siswa yang memperoleh pembelajaran konvesional, dan memperoleh respon siswa terhadap pembelajaran model advance organizer. Desain penelitiannya adalah eksperimen dengan menggunakan dua kelas yaitu kelas eksperimen dan kelas kontrol. Populasinya adalah siswa kelas X SMA Negeri 6 Bandung. Sampel yang diambil adalah 2 kelas dari 7 kelas yang tersedia dan diambil secara acak. Instrumen dalam penelitian ini adalah tes metakognisi dan angket. Tes metakognisi berbentuk uraian sebanyak 4 soal dengan Pokok Bahasan Tiga Dimensi. Tes metakognisi ini, sebelumnya diujicobakan dengan validitas banding soalnya sedang, dan reliabilitas soalnya adalah tinggi. Dari hasil tes metakognisi diperoleh data tes awal, tes akhir, dan gain pada kelas eksperimen dan kelas kontrol. Sedangkan angket hanya diberikan pada kelas eksperimen yang bertujuan untuk mengetahui respon siswa terhadap pembelajaran matematika model advance organizer. Analisis data kuantitatif (tes awal, tes akhir, gain) dengan menggunakan uji perbedaan rata-rata dengan taraf siginifikan 0,05. Analisis kualitatif dilakukan terhadap angket. Berdasarkan analisis data kuantitatif dan data kualitatif dapat disimpulkan bahwa metakognisi siswa yang memperoleh pembelajaran model advance organizer lebih baik dibandingkan metakognisi siswa yang memperoleh pembelajaran konvensional serta bahwa siswa kelas eksperimen memberikan respon yang baik terhadap pembelajaran model advance organizer
The validity and reliability study of the Indonesian version of the sources of mathematics self-efficacy scale
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