Jumping task using the context of kain jumputan on the fractional operation

Saskiyah, SA; Putri, Ratu Ilma Indra

doi:10.1088/1742-6596/1315/1/012091

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…Jumping task is giving questions/tasks that are challenging/beyond the level of curriculum demands (Nefrion, 2016). Jumping task is the main part of learning that uses HOTS ( Hight Order Thinking Skills ), (Saskiyah & Putri, 2019). In addition, types of high-level questions are able to stimulate students to think more deeply about the subjects (Barnett & Francis, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…Four things can be carried out in giving jumping questions, namely: 1) What has been understood through questions can be applied or deepened further, 2) Tasks are explored and investigated from various angles using the latest references, 3) Tasks can interpret something in an event, (4) Tasks contain new things by linking knowledge and concepts that have been learned (Hobri, 2016). Jumping task is the main part of learning using HOTS (Saskiyah & Putri, 2019). Higher order thinking skills (HOTS) are the ability to connect, manipulate and transform existing knowledge and experience to think critically and creatively in order to solve problems in new situations.…”

Section: Introductionmentioning

confidence: 99%

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Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis

Andhani¹,

Rosidin²,

Adha³

2022

AJET

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This study aimed to analyze the needs of students for jumping task-oriented electronic assessments that can be used to measure students' soft skills and hard skills competencies. Jumping task-oriented electronic assessments can help students improve students' critical thinking skills, in addition to electronic assessments that can make it easier for students to access these assessments anywhere and anytime. This research was conducted at SDN Berundung, Ketapang District, South Lampung with a sample of 5th grade students consisting of 52 students. The data were analyzed descriptively to determine the implementation of the assessment that had been carried out and how far the assessment was able to measure the soft skills and hard skills competencies of students. The results of the analysis show that the assessment has not been carried out electronically and the students' critical thinking skills have not been obtained. Students are judged to need assessment instruments that can be accessed anywhere and can develop students' critical thinking levels. The use of electronic assessment instruments can also train students' skills in using electronic devices, in this case, it can be a laptop or a chromebook.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis

Andhani¹,

Rosidin²,

Adha³

2022

AJET

View full text Add to dashboard Cite

show abstract

“…Other efforts are made by using a lesson study where it is an effort to improve the quality of collaborative and continuous learning by a group of teachers based on the principles of collegiality, mutual learning, and building learning communities (Zulkardi et al, 2020); (Putri & Zulkardi, 2019). In the LSLC, the teacher focused on discussions on planning, observations in implementation activities, and reflections on learning practices (Saskiyah & Putri, 2019); (Agus et al, 2021).…”

Section: |mentioning

confidence: 99%

Learning Process of Polyhedron Using Collaborative Learning Through LSLC

Rahmi,

Indra Putri,

Febriana

et al. 2023

AJPM

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The difficulty of learning to build polyhedron for middle students makes experts lecturers collaboratively create learning trajectories through the Lesson Study for Learning Community (LSLC). This study aims to produce a learning trajectory that can assist students in learning polyhedron using collaborative learning through LSLC. The research method used was design research with the first stage, preparing for experiment, experimental design, and retrospective analysis. This learning approach uses collaborative LSLC is used in the process of making teaching materials and along with research methods. This study involved 47 lecturers and 24 mathematics education students. Data collection was carried out through observing student activities, recording video events in class, collecting student work results, and student test results. The collected data were then analyzed retrospectively with the results showing that collaborative and LSLC used in the acquired learning paths can help students in learning flat-sided shapes. The learning trajectory includes (1) students can collaboratively understand the surface area of the cube (2) collaboratively, students can understand the space diagonal of a block. With the existence of LSLC, researchers can form learning communities with research subjects, collaborate in making learning designs and teaching materials, and produce multilevel effective learning through sharing tasks and jumping tasks

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“…Using problem of jumping task can develop students'high-level thinking skills Sato & Sato, 2003). According to jumping task using context of kain jumputan on the fractional operation (Saskiyah, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Lesson Study on Student Learning Outcomes in The Study of Mathematics Education Issues

Roesdiana¹,

Hidayati²

2020

Srwjy. Inter. J. LS.

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The study of mathematics education issues is one of the compulsory subjects in the Mathematics Education Study Program. This subject studies about crucial issues regarding education, especially for the students who are going to make a thesis. This research is a study to measure the extent of the effect of the lesson study on student learning outcomes in the study of mathematics education issues. The purpose of this study is to examine the achievement of student learning outcomes between the learning with lesson study and the learning with traditional model. This research is a quasi-experimental research with posttest control group design. The study was conducted on mathematics students in University of Singaperbangsa Karawang. The data was collected by tests and analyzed by descriptive statistical analysis and statistical inference (t-test). Based on the results of data analysis, the achievement of student learning outcomes whose learning uses the lesson study is better than the students who learn with traditional model. Thus, it can be concluded that there are significant differences in student learning outcomes between students who learn with lesson study and students who learn with traditional model.

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Jumping task using the context of kain jumputan on the fractional operation

Cited by 5 publications

References 6 publications

Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis

Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis

Learning Process of Polyhedron Using Collaborative Learning Through LSLC

The Effectiveness of Lesson Study on Student Learning Outcomes in The Study of Mathematics Education Issues

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