Developing a Mobile Game Using Scientific Approach to Support Mathematics Learning

Handican, Rhomiy; Setyaningrum, Wahyu

doi:10.32939/ejrpm.v4i1.607

Cited by 7 publications

(9 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, paying attention to the appropriate time and ease of language used has been assessed by experts to be considered very valid. this is in accordance with the theory which states that valid lesson plans must have the right content, material, and language in accordance with the learning Tools (Handican & Setyaningrum, 2021). The content of the lesson plan must refer to the applicable curriculum and cover all competencies that must be mastered by students (Manalu, 2016).…”

Section: Discussionsupporting

confidence: 65%

“…Learning methods must be in accordance with the learning Tools and competencies that must be mastered by students (Taniredja & Abduh, 2016). Learning media must be appropriate to the cognitive level of students and available according to learning needs (Handican & Setyaningrum, 2020). Effective and efficient learning methods will facilitate the learning and evaluation process, thus ensuring that the lesson plans and LKPD can be used to facilitate an effective and efficient learning process (Wahyu et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Validity and Practicality of Geogebra Application-Based Mathematics Learning Tools to Train Visual-Spatial Intelligence

Hikmah

2023

JDIME

View full text Add to dashboard Cite

An effective distance learning tool must be able to train students' spatial intelligence to help them develop visualization skills. Thus, this study aims to see the validity and practicality of GeoGebra application-based distance learning tools. This development research (R&D) uses a three-phase development approach based on Plomp Theory, which is divided into three stages: preliminary research, prototyping, and assessment. Validation and practicality questionnaires were used to obtain research data and analyzed with descriptive qualitative statistics. The results of the data analysis showed that the mathematics learning tools were evaluated with the "Very Valid" category. This is based on the assessment of three validators where the total average value of the validity of the lesson plan is 4.28 which is included in the "very valid" category, while the total average value of the validity of the LKPD is 4.24 which is also included in the category. In addition, the LKPD and lesson plans developed were also considered "practical". This is based on the assessment of three validators who produced an average final value of the RPP's practicality of 85, which is included in the "A" category, which means that the RPP that serves as a learning device can be used without modification, and the overall average value of the LKPD's practicality is 84.57, which puts it in the "B" category, which indicates that the LKPD can be used as a learning device with minor modifications. This means that Geogebra-based learning tools are reliable tools to assist teachers in developing learners' mathematical and spatial visualization skills.

show abstract

Section: Discussionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Validity and Practicality of Geogebra Application-Based Mathematics Learning Tools to Train Visual-Spatial Intelligence

Hikmah

2023

JDIME

View full text Add to dashboard Cite

show abstract

“…Indonesian teachers have a strong orientation towards learning outcomes. They aim to ensure that students achieve the competencies set out in the curriculum (Surya, 2017;Handican & Setyaningrum, 2021).…”

Section: Table 1 Comparative Overview Of Japanese and Indonesian Math...mentioning

confidence: 99%

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Handican,

Nasution,

Ananda

et al. 2023

Mathline

View full text Add to dashboard Cite

This article describes a comparison of mathematics learning methods between Japan and Indonesia. In Japan, structured and systematic approaches such as Rikai Kansatsu and Kōryū are applied, with an emphasis on observation, deep understanding, and collaborative work in solving mathematical problems. Teachers in Japan also apply problem solving and open ended approaches, which encourage students to think critically, creatively and independently. In addition, the implementation of lesson study as a scientific activity that involves teachers in developing the theory and practice of mathematics learning is a strong foundation for the method in Japan. On the other hand, in Indonesia, there is a shift towards more inclusive and creative learning approaches, such as the Scientific approach and the Concrete Representational Abstract (CRA) approach. Teachers in Indonesia emphasize more on achieving individual and classical student competencies, with a strong orientation towards learning outcomes. Although the concept of lesson study has been implemented in Indonesia, there are still differences in the development of theories and the application of learning methods. Awareness, support, and collaboration among teachers are key to developing and expanding the application of lesson study and improving the quality of mathematics learning in Indonesia. With increased teacher understanding and participation, the potential of lesson study development and implementation in Indonesia can be optimized to improve students' understanding of mathematics and critical thinking skills.

show abstract

“…With ICT, learning can be done online and is not limited by time and place. ICT can also be used to create and disseminate interactive learning content, such as videos, animations and simulations, which can enhance student engagement and mastery of the material (Handican & Setyaningrum, 2021). ICT can also be used to collect and analyze learning data, which can assist teachers in evaluating student progress and adjusting learning strategies (Ghavifekr & Rosdy, 2015).…”

Section: Introductionmentioning

confidence: 99%

Information and Communication Technology (ICT) Skills: Are They Important For Prospective Mathematics Teachers?

Yulianti,

Handican

2023

JDIME

View full text Add to dashboard Cite

At this time the demands of education are increasingly modern where teachers are required to be able to adapt to the development of increasingly sophisticated technology. The ability in the field of Information and Technology (ICT) is an important thing that must be mastered to be able to produce mathematics teachers who are able to answer the challenges of the 21st century in the field of technology integration in learning. The purpose of this research is to see the views of Tadris Mathematics students on the importance of ICT skills to be mastered by prospective mathematics teachers in making ICT-based learning media. This research is a descriptive qualitative research type survey conducted at the Kerinci State Islamic Institute by distributing questionnaires to 67 students in the mathematics tadris department from various levels. From the research conducted obtained 59.5% of students can make ICT-based learning media, 73% of students have made learning media, 72.4% of students stated that they wanted to deepen their ability to utilize ICT capabilities to make learning media. Researchers can conclude from the findings that the knowledge of Information and Comunication Tcnology is very important for students as prospective mathematics education teachers who will face the technological revolution that is increasingly developing at this time.

show abstract

Developing a Mobile Game Using Scientific Approach to Support Mathematics Learning

Cited by 7 publications

References 9 publications

Validity and Practicality of Geogebra Application-Based Mathematics Learning Tools to Train Visual-Spatial Intelligence

Validity and Practicality of Geogebra Application-Based Mathematics Learning Tools to Train Visual-Spatial Intelligence

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Information and Communication Technology (ICT) Skills: Are They Important For Prospective Mathematics Teachers?

Contact Info

Product

Resources

About