Modifikasi Model Pembelajaran Gerlach dan Ely Melalui Integrasi Nilai-Nilai Keislaman Sebagai Upaya Meningkatkan Kemampuan Representasi Matematis

Yusnita, Irda; Maskur, Ruhban; Suherman, Suherman

doi:10.24042/ajpm.v7i1.29

Cited by 15 publications

(9 citation statements)

References 1 publication

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“…We selected this model for the following reasons: First, it has proven valuable since it was proposed and is regarded as being sufficiently comprehensive for examining the design and implementation of learning [27]. Second, although first proposed in 1971, the model remains relevant in diverse research settings, including the face-to-face context [28,29] and online T&L more recently [30]. The model is regarded as sufficiently broad and flexible for pedagogical design and evaluation.…”

Section: Data Codingmentioning

confidence: 99%

Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review

2022

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In response to the growing popularity of artificial intelligence (AI) usage in daily life, AI education is increasingly being provided at the K-12 level, with relevant initiatives being launched worldwide. Examining how these programs have been implemented and summarizing useful experiences is thus imperative. Although prior reviews have described the characteristics of AI education programs in publications, the papers reviewed were mostly nonempirical reports, and the analysis typically only involved a descriptive summary. The current review focuses on the most recent empirical studies on AI teaching programs in K-12 contexts through a systematic search of the Web of Science database from 2010 to 2022. To provide a comprehensive overview of the status of AI teaching and learning (T&L), 32 empirical studies were analyzed both descriptively and thematically. We analyzed (1) the research status, (2) the pedagogical design, and (3) the assessments and outcomes of the AI teaching programs. An increasing number of studies have focused on AI education at the K-12 stage, but most of them have a small sample size. Moreover, the data were mostly collected through interviews and self-reports. We reviewed the pedagogical design of AI teaching programs by using Gerlach and Ely’s pedagogical design model. The results comprehensively delineated current AI teaching programs through nine dimensions: learning theory, pedagogical approach, T&L activities, learning content, scale, teaching resources, prior knowledge prerequisite, aims and objectives, assessment, and learning outcome. The results highlighted the positive impact of current AI teaching programs on students’ motivation, engagement, and attitude. However, we observed a lack of sufficient research objectively measuring students’ knowledge acquisition as learning outcomes. Overall, in this paper, we discussed relevant findings in terms of research trends, learning content, teaching units, characteristics of the pedagogical design, and assessment and evaluation by providing illustrations of exemplary designs; we also discussed future directions for research and practice in AI education in the K-12 context.

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Section: Data Codingmentioning

confidence: 99%

Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review

2022

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“…Meanwhile, grade VII MTs Hidayatullah Batakte stated that there was a category of having completed learning, this was seen from the percentage of classical completeness which showed that there were 85.7% of students who had completed learning. One way to form noble character in learning mathematics is to design learning that is integrated with Islamic values [10], [11]. Coupled with hots-based questions can help students towards higher-order thinking skills and try to find solutions creatively so that new things are better and useful for their lives [12].…”

Section: Description Of the Assessment Phasementioning

confidence: 99%

Developing Students’ Numerical Literacy Through Social Culture Context Tools

Burhan¹,

Zulfikar²,

Fatmawati³

2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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This research development created Islamic integrated-mathematical learning kits based on HOTS, i.e. lesson plan and student worksheet. The subject was set for seventh-grade junior high school students at MTs Hidayatullah Batakte, West Kupang. The learning kits in this study were made using Plomp model development through the preliminary research phase, development or prototyping phase, and assessment phase. Instruments in this research were validation sheet, assessment sheet, student responsive questioner, and learning outcomes test. The value of validation according to the average score of Lesson Plan was 4.1 (good category). Moreover, the value of validation according to the average score of The Student Worksheet was 4.3 (good category). These learning kits got practice criteria based on the average score of learning implementation assessment was 4.6 with very good category and student responsive questioner have 96.2%. These learning kits have effective criteria based on mastery learning presentation classically with 85.7%. It can be concluded that Islamic integrated-mathematical learning kits based on HOTS are valid, effective, and practical. These learning kits are feasible for learning mathematics on the material of the Set in VII grade MTs Batakte, West Kupang.

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“…Wulandari & Kristiawan, 2017). Untuk mewujudkan pembelajaran yang bermuatan nilai-nilai karakter lembaga pendidikan berperan sangat penting (Hazra & Banerjee, 2019;Paul, 2017;Yusnita, Masykur, & Suherman, 2016). Sehingga, sebagai lembaga pendidikan, di Madrasah Tsanawiyah diperlukan suatu pendekatan pendidikan nilai yang berbasis karakter.…”

Section: Pendahuluanunclassified

Integrasi Matematika, Nilai-Nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah

Safitri

Haryanto

Rofiki

2020

jtm

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A study of mathematics integration with technology and Islamic values becomes an interesting topic to be studied by many scholars. The mathematics integration is essential to be applied in learning so that it can make students become Muslim individuals who have excellent character and proficiency in utilizing technology. However, there are still few studies that investigate mathematics integration with technology and Islamic values. Therefore, this study aims to describe phenomena directly related to mathematics learning that contain Islamic values and the use of technology in the learning process. The type of this study was descriptive research using a qualitative approach. The subjects of this study were three mathematics teachers who teach at Madrasah Tsanawiyah (MTs). The study procedure was carried out to find the phenomenon of research subjects that occurred at MTs. The validity of the data used the triangulation of the source and method. Data were collected through literature review, interview, and observation. The study results showed that three MTs had applied Islamic values and technology content in mathematics learning. This study recommends the need for innovation in MTs to design mathematics-integrated learning with Islamic values and the use of technology to help teachers create efficient learning, attract students' learning interest, and create an active learning environment for students.

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Modifikasi Model Pembelajaran Gerlach dan Ely Melalui Integrasi Nilai-Nilai Keislaman Sebagai Upaya Meningkatkan Kemampuan Representasi Matematis

Cited by 15 publications

References 1 publication

Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review

Pedagogical Design of K-12 Artificial Intelligence Education: A Systematic Review

Developing Students’ Numerical Literacy Through Social Culture Context Tools

Integrasi Matematika, Nilai-Nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah

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