Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning

Lu’luilmaknun, Ulfa; Kautsar, Karin Selma Al; Apsari, Ratih Ayu; Triutami, Tabita Wahyu; Wulandari, Nourma Pramestie

doi:10.31764/jtam.v5i1.3309

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…Archibald [32] described the blended teaching readiness model are reliable for use with pre-service through a blended teaching course. Lu'luilmaknun et al [33] determine the skills of pre-service…”

Section: Literature Reviewmentioning

confidence: 99%

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Setiyawan¹,

Dardiri²,

Sofyan³

2022

IJIET

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The blended learning (BL) model was becoming popular during the COVID-19 pandemic. Even though much research has been conducted on BL, simple steps in model BL are still scarce. BL has complex steps and requires long-term stability support. The fundamental problem is to find the right model of blended learning. This study aims to find a model to teach Islamic Religion (IR) using ASSURE and the three-stage Plomp design models. This research is type of research and development. This article finds a model of syntax BL development at IR. The students were from three Islamic universities in Yogyakarta, Indonesia. This research limitation was more difficult when the COVID-19 limited classroom meetings. The innovation of this BL model is simple steps into building BL and has the originality to the contextually subject matter.

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Section: Literature Reviewmentioning

confidence: 99%

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Setiyawan¹,

Dardiri²,

Sofyan³

2022

IJIET

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“…This is because the lack of teacher skills in applying learning technology will make the learning atmosphere uncomfortable and less meaningful. Students become increasingly anxious (Adedoyin & Soykan, 2020; Kalogeropoulos et al, 2021), do not understand the nature of mathematics as a conceptual science (Lu'luilmaknun et al, 2021), have a bad self-concept towards mathematics (Warren et al, 2020), and have negative emotions towards mathematics (McMinn et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

Soesanto,

Dirgantoro

2023

MOS

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Keberadaan dari peran disposisi matematis menjadi aspek yang masih dinilai vital ketika siswa berhadapan dengan pembelajaran matematika. Di tengah beragam penelitian terkait hal ini, masih minim studi yang mengkonstruksi instrumen disposisi matematis yang memenuhi kaidah statistik. Penelitian ini bertujuan untuk mengkonstruksi instrumen disposisi matematis yang telah melewati kajian statistik, dan difokuskan pada konstruksi instrumen untuk domain afektif. Penelitian yang melibatkan 185 mahasiswa S1 ini menggunakan instrumen berupa 33 butir pertanyaan 4 skala Likert yang dianalisis menggunakan analisis faktor konfirmatori melalui IBM SPSS 20. Metode ekstraksi menggunakan Maximum Likelihood dan menerapkan rotasi Varimax untuk membedakan antar dimensi dengan lebih maksimal. Uji prasyarat mengindikasikan terpenuhinya kecukupan sampel dan korelasi yang kuat untuk dilanjutkan dalam proses pengelompokkan dimensi. Hasil analisis faktor konfirmatori memberikan 7 dimensi disposisi matematis domain afektif, di mana nilai reliabilitas Cronbach Alpha dari tiap dimensi cukup tinggi, di mana mengindikasikan validitas yang baik. Secara keseluruhan, konstruksi instrumen memuat 33 butir pertanyaan yang valid dan reliabel. Konstruksi instrumen yang telah teruji secara statistik ini dapat digunakan untuk keperluan penelitian lanjutan yang hendak menelaah secara komprehensif terkait disposisi matematis yang menyoroti domain afektif. The existence of the role of mathematical disposition is still vital in dealing with mathematics learning. Among various researches discussing this issue, there are still few studies that deal with constructing mathematical disposition that fulfill adequate statistical review. This study aims to construct mathematical disposition instrument, which is well-tested through statistic review, and focused on affective domain. Methods: This study which involved 185 undergraduate students utilized instrument consisted of 33 four-Likert scale items analyzed using Confirmatory Factor Analysis (CFA) through IBM SPSS 20. The extract method was using Maximum likelihood and applied Varimax rotation to distinguish among dimensions optimally. Findings: The assumption tests indicate the sampling adequacy and strong correlation to be further conducted into the dimensions grouping process. The result of CFA brings 7 dimensions of mathematical disposition in the affective domain, where the value of Cronbach Alpha reliability of each dimension is quite high, which indicates good validity. Overall, the instrument construction provides 33 items which are all valid and reliable. Conclusion: The instrument construction which has been statistically tested, can be used for the purposes of further research seeking to comprehensively examine mathematical dispositions that highlight affective domains.

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“…Collaborative skills also need to be possessed by students in a learning process because they are useful to support learning achievement. Collaborative learning involves the active involvement of students in the learning process, small group learning, and the development of thinking skills (Lu'luilmaknun, 2021). It means that students with collaborative abilities can make individual contributions at separate times or places or be done separately from other team members at the same time or place.…”

mentioning

confidence: 99%

The Effectiveness of the Think-Pair-Project-Share (TP2S) Learning Model in Facilitating Collaborative Skills of Prospective Teachers in Elementary Schools

2023

pegegog

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This study aims to test the effectiveness of the think-pair-project-share (TP2S) learning model in facilitating collaborative skills. This quantitative study employed a static group comparison design. The design of this study used two classes given different treatments but still in the same cluster. The population in this study was sixth-semester college students, while the research sample consisting of 60 students (30 in experimental class and 30 in control class) was taken by purposive sampling. The technique of collecting data on collaboration skills used a post-test instrument in the form of a self-assessment questionnaire. Self-assessment questionnaires were given to students in the form of a questionnaire reflecting indicators of collaboration skills. Before being used in the study, the instrument was tested for validity and reliability utilizin. The content of the test was validated by expert opinion and analyzed using the Gregory SPSS data computing software formula. The reliability was tested using Cronbach's alpha. Then, the analysis test of collaboration skills was carried out using the t-test. Before the t-test, the data for students' collaboration skills were previously tested for prerequisites in the form of data normality and data homogeneity tests. The t-test results uncovered that the collaboration skills between the experimental and control classes were not the same. There was a significant difference between the experimental and the control classes. By looking at the mean value of collaboration skills in the experimental class (7.1), which was higher than in the control class (6.640), it can be concluded that the collaboration skills of students in the experimental class were better than those in the control class.

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Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning

Cited by 4 publications

References 20 publications

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

The Effectiveness of the Think-Pair-Project-Share (TP2S) Learning Model in Facilitating Collaborative Skills of Prospective Teachers in Elementary Schools

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