Inquiry-based E-module for Geometry Learning Subject

Suastika, I Ketut; Wahyuningtyas, Dyah Tri

doi:10.13189/ujer.2020.080130

Cited by 6 publications

(6 citation statements)

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“…In relation to the statement, the use of the ethno-constructivism electronic module with Kvisoft Flipbook Maker in the learning process can be considered fit for use in the learning process of the elementary school (Anandari et al, 2019). The Geometry e-module was previously developed by using the inquiry approach (Suastika & Wahyuningtyas, 2020). Furthermore, in the previous studies the problem-based learning should be developed with an e-module that benefits other approaches and application.…”

Section: Introductionmentioning

confidence: 99%

The problem-based learning e-module of planes using Kvisoft Flipbook Maker for elementary school students

2020

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The conduct of the present study is encouraged by the needs to afford the teaching materials in the form of an electronic learning module or e-module that can be combined with the problem-based learning approach in order to expand the students’ insights in and draw the students’ interest toward Mathematics. These needs should be afforded because the present teaching materials used in the learning process are still conventional and, consequently, the students become easily bored. Departing from this elaboration, the objective of the present study is to develop the teaching materials, especially in the subject “Simple Planes” in the Third Grade, and to measure the validity, the practicality, and the effectiveness of the media that have been developed. In conducting the study, the ADDIE model, standing for Analysis, Design, Development, Implementation, and Evaluation, had been adopted and the data were gathered by means of validation sheet and response questionnaire. After the data had been gathered, the data were analysed by using the qualitative and the quantitative data analysis technique. The results of the study show that the problem-based learning (PBL)-based planes e-module using the KVISFOT Flipbook Maker that has been developed is already valid with the mean score of 85.82%. At the same time, the results of the response category show that the problem-based learning (PBL)-based planes e-module using the KVISFOT Flipbook Maker that has been developed is already good with the mean score 3.78. Furthermore, the mean score from the effectiveness test using the evaluation test for the Third-Grade students is 90.47. Therefore, it can be concluded that the e-module is able to improve the students’ learning motivation so that the learning process can proceed fluently.

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Section: Introductionmentioning

confidence: 99%

The problem-based learning e-module of planes using Kvisoft Flipbook Maker for elementary school students

2020

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“…In addition, the use of multimedia can affect spatial abilities (Heo & Toomey, 2019). Some of the media that are often used in learning geometry are tangram (Bergstrom & Zhang, 2016;Moursund, 2007), geoboard (Mudaly & Sibiya, 2018;Trimurtini, Safitri, Sari, & Nugraheni, 2020), android-based media (Bektiningsih, Nugraheni, & Sari, 2020), geogebra (Başara, 2020;Klemer & Rapoport, 2020;Topuz & Birgin, 2020) electronic module (Suastika & Wahyuningtyas, 2020), augmented (İbili, Çat, Resnyansky, Şahin, & Billinghurst, 2019) and virtual reality-based media (Gecu-parmaksiz & Delialioglu, 2019).…”

Section: Discussionmentioning

confidence: 99%

Measuring Spatial Ability and Geometric Thinking Level of Prospective Elementary School Teachers Using the Rasch Model

2021

ilkonline

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The objectives: (1) measuring spatial ability and geometric thinking level of Prospective Elementary School Teachers (PGSD students), (2) analyzing difficulties faced on a certain spatial ability. The study used a mixed-method quantitative and qualitative. Researchers developed test items to measure the spatial ability and geometric thinking of 139 Prospective Elementary School Teachers (PGSD students), Universitas Negeri Semarang. The sampling method employed was cluster random sampling, while three students selected for the interview were based on the 'poor' and 'very poor' category. Data analysis with the Rasch Model showed that the item reliability, item validity, item separation, and unidimensionality were classified as 'good'. The results revealed that spatial ability and geometric thinking of Prospective Elementary School Teachers were classified as 'fair' (62.5%) and 'good' (31.7%). The difficulties in completing tasks of spatial ability primarily on the perception and relation, which happened due to their lacking of imagination.

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“…As a result, it is appropriate to create electronic modules. Many e-module developments have occurred, including the creation of guided discovery-based e-modules (Handayani et al, 2021), ethnoconstructivism e-modules (Asrial et al, 2019), CTL-based e-modules (Wahyuningtyas et al, 2018), ethnomathematics-based e-modules (Sutarto et al, 2022), interactive e-modules (Asmianto et al, 2022), RME-based e-modules (Suparman & Achmad, 2020), and inquiry-based e-modules (Suastika & Wahyuningtyas, 2020). Even e-module teaching materials for independent learning have been created (Purwasih et al, 2022;Setiyani et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

E-module in Learning Mathematics: An effort to Stimulate Learning Independence

Netriwati

Tricia

Gunawan

et al. 2023

OLER

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The use of technology in education results in user-friendly, distinctive, valuable, and informative learning apps. MIT App Inventor was used in this development research to create a valid and interesting junior high school mathematics learning module. The ADDIE model was used to conduct this development research. To assess the product's feasibility, validation was performed by media and material experts. Product trials were conducted by analyzing students' answers to establish the product's attractiveness. This study's test subjects were 45 UIN Raden Intan Lampung students majoring in Mathematics Education in semester 1. The feasibility test results from media and material validators were 3.32 and 3.52 in the valid category. The attractiveness test received a score of 3.54 on the small-scale trial with the highly attractive and 3.6 on the large-scale trial with the same criteria. It is possible to conclude that the developed module is feasible.

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Inquiry-based E-module for Geometry Learning Subject

Cited by 6 publications

References 0 publications

The problem-based learning e-module of planes using Kvisoft Flipbook Maker for elementary school students

The problem-based learning e-module of planes using Kvisoft Flipbook Maker for elementary school students

Measuring Spatial Ability and Geometric Thinking Level of Prospective Elementary School Teachers Using the Rasch Model

E-module in Learning Mathematics: An effort to Stimulate Learning Independence

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