Pengembangan Modul Berbasis Pendekatan Konstruktivisme untuk Memfasilitasi Pemahaman Konsep Matematis Siswa Sekolah Menengah Atas di Pekanbaru

Sarah, Deby; Risnawati, R.; Amir, Zubaidah

doi:10.24014/juring.v1i3.4760

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…It is also consistent with the findings of Sarah, Risnawati, and Zubaidah Amir (2018), who stated that the module developed using the Constructivism approach meets the validity criteria, an excellent category without revision. It is also suitable for learning (Sarah, Risnawati, & Amir, 2018). In conclusion, students in SMA XI August 17, Surabaya, who use digital-based constructivist teaching materials, outperform those who use electronic schoolbooks or textbooks provided by the school.…”

Section: Discussionmentioning

confidence: 83%

Development of Digital-Based Constructivistic Teaching Materials to Improve the Metacognitive Ability of Disaster Materials Students

Irwansah

Widodo

Prasetya

2023

j. paedagog. penelit. pengemb. pendidik.

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This study aims to analyze students' metacognitive abilities and the effectiveness of digital-based constructivist teaching materials. It was done to improve students' metacognitive abilities. This study's method was an experiment with a quantitative approach. In this study, the pretest-posttest control group design was used. The ADDIE model was then used to create teaching materials. The MAI (Metacognitive Awareness Inventory) questionnaire instrument was used to assess students' metacognitive abilities. The treatment was provided to the experimental class by using digital-based constructivist teaching materials in the learning process. The aim is to improve students' metacognitive knowledge and skills. The independent sample t-test SPSS version 20.0 for windows was used to compare the two average values (pretest and posttest of the experimental class with the control class). The researchers then used the effect size test to determine the efficacy of digital constructivist teaching materials. It is for improving students' metacognitive abilities. The results of this study showed 1) From the total results of the validation assessment by experts and teachers of geography subjects, the final percentage of 86.5 percent was said to be feasible and valid to be tested. 2) As metacognition improves, so did the value of the metacognition test, which now had a gain index of 57.59%, which translates to "quite effective." Also, the average metacognition assessment showed good results. 3) Analysis of t-test results where the value of Sig. (2-tailed) for the analysis of posttest data was 0.000. The decision obtained was that H0 was accepted because 0.000 <0.05, then the data was significantly different between the control and experimental classes.

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Section: Discussionmentioning

confidence: 83%

Development of Digital-Based Constructivistic Teaching Materials to Improve the Metacognitive Ability of Disaster Materials Students

Irwansah

Widodo

Prasetya

2023

j. paedagog. penelit. pengemb. pendidik.

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“…In addition, other research conducted by Sarah et al (2019)shows that the module can facilitate students' mathematical understanding after using the module the average score regarding students' understanding of mathematical concepts is 89.2% so that it is categorized as very good.…”

Section: Discussionmentioning

confidence: 99%

The Development of Quizziz-Assisted Sequence and Series Module to Increase Mathematical Understanding Ability of Senior High School Students

Ashidiqi

Sugandi

2023

J. of Innovative Math. Learn.

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Mathematical understanding is a very important aspect and the basis for students' mathematical abilities, but the fact is that mathematical understanding is still difficult for students to do. Based on the results of initial observations found problems in learning mathematics, such as students still having difficulty in (a) applying mathematical concepts, (b) students do not play an active role in the learning process, (c) teachers still use the lecture method. As a result, students do not understand the subject matter well. So from this the purpose of this study was to develop a quizziz-assisted sequence and series module to measure students' mathematical understanding abilities. The research subjects were class XII students. The research method uses R D level 1 is research and development where this research will develop and validate products without product deployment. The indicators of mathematical understanding used are: (1) identifying the concepts studied, (2) predicting a problem using the sequence concept, (3) developing the concepts studied, (4) proving understanding of a concept, (5) applying the formula to cases simple. The instruments used were tests and non-tests. The test instrument is in the form of questions and non-tests in the form of a student attitude scale questionnaire. From the results of data processing, it was obtained from ICT experts getting a score of 85.12% which was categorized as very valid, from material experts getting a score of 79.5% which was categorized as valid, the practical category got a score of 76% which was categorized as practical and the effective category averaged 68.5% which in the good category.

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“…Student worksheets are teaching materials routinely used in schools (Mukti et al, 2018), but according to Sarah et al (2019), teaching materials in worksheet contained in schools still have shortcomings, like the worksheet used is not problem-based and does not suit the needs of students (Fitriani et al, 2016) and the worksheet used is not problem-based and does not suit the needs of students and most of the worksheets contain explanations of concepts equipped with examples and practice questions related to the concept (Fannie & Rohi, 2014).…”

Section: Introductionmentioning

confidence: 99%

Students’ Worksheets Based on Problem Based Learning In Composition and Inverse Functions to Enhance Conceptual Understanding

Priyanto

Permatasari

2022

J. Rev. Pemb. Mat.

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This research aims to design student worksheets based on problem-based learning in composition and inverse functions to facilitate conceptual understanding is valid. This research uses a PPE model by Richey and Klein; there are three parts: planning, production, and evaluation. The planning stage is a product planning process that will be developed for a specific purpose. The production stage is the process of making a product according to a previously made design. The evaluation stage is the process of testing and assessing the product that has been developed. The data obtained from the expert validator is then processed using a Likert scale and calculated using Aiken's formula to conclude the validity of the product developed. The Student Worksheets based on Problem Based Learning to aid students' understanding of mathematical ideas on composition functions and inverse functions were valid, have a 0.84 average validity value, and were classified as high. The PBL model familiarizes students with understanding concepts through problem-solving processes. On the other hand, learning mathematics using PBL effectively improves students' understanding and abilities because students apply mathematical concepts in everyday life.

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Pengembangan Modul Berbasis Pendekatan Konstruktivisme untuk Memfasilitasi Pemahaman Konsep Matematis Siswa Sekolah Menengah Atas di Pekanbaru

Cited by 4 publications

References 3 publications

Development of Digital-Based Constructivistic Teaching Materials to Improve the Metacognitive Ability of Disaster Materials Students

Development of Digital-Based Constructivistic Teaching Materials to Improve the Metacognitive Ability of Disaster Materials Students

The Development of Quizziz-Assisted Sequence and Series Module to Increase Mathematical Understanding Ability of Senior High School Students

Students’ Worksheets Based on Problem Based Learning In Composition and Inverse Functions to Enhance Conceptual Understanding

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