Implementation of Geometry Multimedia Based on Van Hiele's Thinking Theory for Enhancing Critical Thinking Ability for Grade V Students

Primasatya, Nurita; Jatmiko, Jatmiko

doi:10.33122/ijtmer.v1i2.40

Cited by 12 publications

(15 citation statements)

References 6 publications

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“…Artinya multimedia adalah serangkaian dari beberapa jenis media, baik dalam bentuk presentasi atau program belajar mandiri. Komputer sering digunakan dalam menyajikan multimedia yang memadukan teks, audio, dan gambar diam atau bergerak (Primasatya & Jatmiko, 2019). Hal yang serupa juga disampaikan oleh (Kurniawati & Nita, 2018) Multimedia adalah jenis media yang mengkombinasikan teks, seni, suara, gambar, animasi, dan video yang disampaikan dengan komputer secara interaktif.…”

Section: Pendahuluanunclassified

Pengembangan MUPEL (multimedia peluang) berbasis etnomatematika dalam permainan tradisional anak (Dakon)

Tyaningsih

Salsabila

Samijo³

et al. 2020

JME Nusantara

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MUPEL, singkatan dari Multimedia Peluang, merupakan multimedia pembelajaran matematika materi Peluang, berbasis etnomatematika, yang dikaitkan dengan jenis permainan tradisional yang sudah lama ditinggalkan di zaman modern ini. Jenis permainan tradisional yang dipilih adalah Congklak, atau dikenal dengan nama “Dakon” di kawasan Putat. Putat adalah salah satu nama desa pedalaman yang berada di lereng Gunung Klothok Kabupaten Kediri. Di dalam MUPEL terdapat beberapa menu utama, diantaranya Pendahuluan (pengenalan permainan Dakon), Materi, dan Uji Pemahaman. Tujuan penelitian ini adalah menghasilkan Multimedia Peluang (MUPEL) yang valid, praktis, dan efektif. Metode penelitian yang digunakan untuk pengembangan multimedia ini adalah Research & Development dengan model pengembangan Plomp (modifikasi) sehingga tahap pengembangan multimedia hanya sampai pada tahap pengujian, evaluasi, dan revisi, tidak sampai pada tahap implementasi. Adapun langkah penelitian yang dilakukan meliputi: tahap investigasi awal (preliminary investigation), tahap perancangan (design), tahap realisasi/konstruksi (realization/construction), dan tahap pengujian, evaluasi, dan revisi (test, evaluation, and revision). Tingkat kevalidan Multimedia Peluang (MUPEL) secara isi 81% dengan kriteria “valid” dari ahli multimedia dan konstruk 86% dengan kriteria “sangat valid” dari ahli materi dan 83% dengan kriteria “valid” dari ahli bahasa, tingkat kepraktisan 83% termasuk kriteria “praktis”, dan tingkat keefektifan 88,89% termasuk kriteria “efektif”.

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Section: Pendahuluanunclassified

Pengembangan MUPEL (multimedia peluang) berbasis etnomatematika dalam permainan tradisional anak (Dakon)

Tyaningsih

Salsabila

Samijo³

et al. 2020

JME Nusantara

Self Cite

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“…Observations in schools found that students are not accustomed to reflecting on the learning process because their teachers rarely train them to reflect on the learning experiences. Besides, geometry is a difficult subject for them (Adnan et al, 2019;Fonna & Mursalin, 2019;Hodiyanto & Santoso, 2020;Jehadan et al, 2020;Kartika et al, 2020;Patsiomitou, 2019;Primasatya & Jatmiko, 2018;Puspitasari et al, 2019;Saputra & Fahrizal, 2019;Wahidah et al, 2020;Yani & Rosma, 2020). They do not understand the characteristics of polyhedrons, feel confused when looking for the difference between cubes and blocks, and find it difficult to distinguish prisms and pyramids and the relationship between the polyhedrons.…”

Section: Introductionmentioning

confidence: 99%

Development of mathematics learning media for lessons related to pyramids using reflective pedagogy paradigm

Melati¹,

Pratini

2022

Int.J.Trends.Math.Edu.Research

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At schools, many teachers generally applied a conventional way of teaching mathematics. Students were only required to achieve cognitive learning success. This study aimed to develop mathematics learning media for lessons related to pyramids using the Reflective Pedagogical Paradigm (RPP) and Van Hiele theory, including the development steps and student and teacher responses to the learning process. The researchers used the research and development procedures by Borg and Gall that include (1) Preliminary studies; (2) Planning Research; (3) Design Development; (4) Limited Trial; (5) Revision of Limited Field Test Results. The learning tools developed were syllabus, lesson plans, modules, worksheets, formative tests, and attitude assessments. The data collection techniques used were observation, distributing questionnaires, interviews, and tests. Based on the validation results, the learning media got 4.19, thus categorized as "good," and students' response to the learning process reached 128.23, thus categorized as "good" as well. Students and teachers carried out learning happily and actively.

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“…That is because the development of human resources continues to grow rapidly and is relatively difficult to control. Thus, an model is needed that can manage the desire of students to continue learning and developing themselves [21], [23]- [25]. In this research, the implementation of the heutagogy model in tertiary education especially in vocational education was photographed.…”

Section: Introductionmentioning

confidence: 99%

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Putra,

Syafrudie,

Nidhom

et al. 2020

IJEAT

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This study aims to: (1) mapping the components of the heutagogy model by lecturers; (2) analyzing the percentage of heutagogy model components by lecturers; and (3) interpret the components of the heutagogy model by lecturers to the era of education 4.0. The method used is quantitative methods. The population in this study is all vocational education lecturers at State University of Malang (UM), Indonesia. The sample in this study were 200 vocational education lecturers at UM. Data analysis techniques with SPSS 24 through descriptive statistics. The findings in this study include: (1) components in the heutagogy model include explore, Create, Collaborate, Connect, Share, Reflect; (2) the percentage of the components of the heutagogy model by lecturers includes explore (86.92%), Create (87.87%), Collaborate (87.42%), Connect (87.89%), Share (88.72), Reflect (89,30); and (3) all components of the heutagogy model are related to the Education 4.0 era.

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Implementation of Geometry Multimedia Based on Van Hiele's Thinking Theory for Enhancing Critical Thinking Ability for Grade V Students

Cited by 12 publications

References 6 publications

Pengembangan MUPEL (multimedia peluang) berbasis etnomatematika dalam permainan tradisional anak (Dakon)

Pengembangan MUPEL (multimedia peluang) berbasis etnomatematika dalam permainan tradisional anak (Dakon)

Development of mathematics learning media for lessons related to pyramids using reflective pedagogy paradigm

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

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