Problem Based Learning untuk Meningkatkan Kemampuan Matematika di Sekolah Inklusi

Abstract

<p>Penelitian ini bertujuan untuk mengkaji efektifitas penerapan <em>Problem Based Learning </em>(<em>PBL</em>) dalam pembelajaran matematika bagi siswa di sekolah inklusi. Metode penelitian yang digunakan adalah studi litelatur tentang penerapan pembelajaran <em>PBL</em> pada sekolah inklusi pada mata pelajaran matematika. Sumber penelitian adalah data-data yang dikumpulkan dari <em>e-book</em>, teks, artikel, dan sumber lain yang relevan dengan penelitian yang akan dibuat. Pengumpulan literatur dilakukan melalui proses <em>identification</em>, <em>screening</em> dan <em>eligibility</em>, menggunakan google scholar. Berdasarkan hasil penelusuran, disimpulkan bahwa <em>PBL</em> dapat menjadi alternatif model yang diterapkan bagi siswa di sekolah inklusi. Model ini dapat membantu siswa untuk dapat meningkatkan kemampuan penyelesaian permasalahan dan juga menunjukkan hasil belajar matematika yang baik bagi anak normal maupun berkebutuhan khusus.</p><p><strong> </strong></p>

Navigating the complexities of learning history in English in two South African schools

“…From these sentiments, it is clear that the learners believed that they could understand the history content if they got expert help from the teachers. This corroborates the sociocultural theory, in which Vygotsky suggests that teachers can use scaffolding as support, or assist through someone more proficient in mastering the material to help solve problems (Darmayanti et al, 2023;Vygotsky, 1962Vygotsky, , 1987. In this way, language is improved with social interactions conducted for communication purposes.…”

“…As a result, they reverted to Sesotho to show their mastery of the subject. This finding is backed up by an earlier study by Cankaya (2017), which claims that learners have challenges expressing their ideas correctly in English, hindering construction of knowledge through language, as encouraged by the sociocultural theory (Darmayanti et al, 2023;Erbil, 2020;Welply, 2022). This study argues, therefore, that the teaching of history must not be confined to using English, but that other languages used in the community in which the school is located should also be used.…”

“…Vygotsky's (1962) theory speaks of the zone of proximal development, which is a level of development slightly above a person's current level of development. When children have learning difficulties, Vygotsky suggests that teachers can use scaffolding as support, or help through someone who is more proficient in mastering the material helping to solve problems (Darmayanti et al, 2023). The theory also argues that cognitive development is conducted via social interactions, wherein the learning process will continue more effectively because of interactions that students engage in with peers who are more knowledgeable, or adults such as teachers and family members.…”

“…Interestingly, L5 revealed an important aspect of enlisting the services of the teacher for help in understanding the read text, which the sociocultural theory appraises. As explicitly stated by Wolf et al (2023), sociocultural theory emphasises that students learn from engagements, as well as from the support they may receive from more expert language users, such as teachers (Darmayanti et al, 2023;Vygotsky, 1987). From a sociocultural perspective, a learner will perform better when given help by others to complete a task than when working alone.…”

Collaborative Project Based Learning Model in English Learning

“…Students as students who formally participate in teaching and learning activities make writing learning increasingly important to be well mastered. Writing is one of the language skills and is an activity that has a relationship with thought processes and expression skills in written form (Darmawan et al, 2021;Khairullah et al, 2019). Productive activities is a continuous process and produce products.…”