Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students’ Mathematical Spatial Literacy

Sari, Rika Mulyati Mustika; Priatna, Nanang; Juandi, Dadang

doi:10.12973/eu-jer.11.4.2031

Cited by 6 publications

(5 citation statements)

References 28 publications

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“…This shows that H0 is rejected, meaning that the increase in the mathematical visual thinking abilities of the experimental class students is better than that of the control class students. Thus it is proven that the hypothesis states that the increase in the mathematical visual thinking abilities of students who receive PjBL-STEM learning is better than students who receive conventional learning (Sari et al, 2022). These results illustrate that PjBBL-STEM learning has proven to make a good contribution to developing mathematical visual thinking skills.…”

Section: Picture 1 Comparison Of Mean N-gain Scores Mathematical Visu...mentioning

confidence: 84%

The Effect Of STEM-Based Project-Based Learning In Improving High School Students' Visual Mathematical Ability

Sari,

Sopiany

2023

supremum j of mathematics education

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This research is based on the problem of the low mathematical visual thinking ability in learning mathematics. To overcome this, research was carried out using a STEM-based Project-Based Learning (PjBL-STEM) model. This study examines the problem of improving visual mathematical abilities among students who receive mathematics learning with the STEM-based Project-Based Learning (PjBL-STEM) model. This research is quasi-experimental, the design used is the Nonequivalent Control Group Design using the Purposive Sampling technique. The population in this study were high school students in Bandung Regency in the academic year 2021/2022, with the research sample being high school students in class X. The instrument used in the study was a visual mathematical ability test. Data analysis was carried out quantitatively by using the Independent Sample t-test. The results showed that (1) Overall the application of the PjBL-STEM learning model could improve students' mathematical visual thinking abilities, (2) Improved mathematical visual thinking skills of students whose learning using the PjBL-STEM learning model was significantly better than students who learned using conventional learning models.

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Section: Picture 1 Comparison Of Mean N-gain Scores Mathematical Visu...mentioning

confidence: 84%

The Effect Of STEM-Based Project-Based Learning In Improving High School Students' Visual Mathematical Ability

Sari,

Sopiany

2023

supremum j of mathematics education

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“…Self-regulated learning is another important factor found to correlate with student learning outcomes. Students who were independent tend to achieve better academic performance compared to students who are not independent (Martzoukou, 2020;Sari, Priatna & Juandi, 2022). There is a relationship between learning media and self-regulated learning on learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

Bahri,

Putra

et al. 2024

J. Technol. Sci. Educ.

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This study aims to determine the relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ cognitive learning outcomes in the rural area. This study was the ex post facto with quantitative data. The method used was differential causal comparative with multiple linear regression analysis. The three variables were measured using a questionnaire, cognitive learning outcomes was measured by test. The results showed that students’ perception to the learning media, digital literacy skills, and self-regulated learning on students' cognitive learning outcomes had a moderate simultaneous relationship. The findings also showed that the contribution of self-regulated leraning to the cognitive learning outcomes was the higher (71.42%). The contribution of the three variables to cognitive learning outcomes was 86.41%. Based on related facts, research recommendations can be expanded by measuring from several other rural areas and examining several other variables, especially those that support the learning process oriented towards empowering 21st century competencies by utilizing the latest technological developments and that can reach all regions of Indonesia, especially in rural areas so as to minimize the gap in the quality of education in Indonesia.

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“…This quantitative study employed a quasi-experimental model [53]. Research was carried out on students enrolled in the undergraduate program of statistics in the odd semester of the 2019/2020 academic year who took the operations research course at the Faculty of Mathematics and Natural Sciences, at Hasanuddin University in Makassar City, Indonesia.…”

Section: Methodsmentioning

confidence: 99%

Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

Tinungki

Nurwahyu²,

Hartono³

et al. 2022

Education Sciences

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The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students’ mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students’ MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching.

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Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students’ Mathematical Spatial Literacy

Cited by 6 publications

References 28 publications

The Effect Of STEM-Based Project-Based Learning In Improving High School Students' Visual Mathematical Ability

The Effect Of STEM-Based Project-Based Learning In Improving High School Students' Visual Mathematical Ability

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

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