Respon Mahasiswa Terhadap Penyelesaian Soal Koneksi Matematis Melalui Taksonomi Fink

Mandur, Kanisius; Nendi, Fransiskus; Men, Fulgensius Efrem; Jelatu, Silfanus

doi:10.33474/jpm.v7i1.8973

Cited by 3 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies related to Fink's Taxonomy have been conducted abroad since it was introduced by L. Dee Fink in 2003. There are many recent studies on Fink's Taxonomy (Su, 2022;DeLuca et al, 2021;Mandur et al, 2021;Mukdaprasert & Chalauisaeng, 2021;Barton 2020;Partido et al, 2020;Faisal 2020;Billiot & Forbes 2020;Uribe & Pardo 2020;Branzetti et al 2019;Keating et al 2019;Pampel 2018;Odom et al, 2017); however, recent studies on Fink's Taxonomy in Malaysia are very limited. Faisal (2020) conducted a study of Fink's Taxonomy in the context of Science in Pakistan and evidenced that most students demonstrated poor Science competence.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Bloom's Taxonomy, which is commonly used to produce clear and measurable teaching and learning objectives as well as a hierarchical pattern, is unable to guide interactive learning activities and designs. As stated by Partido, Chartier, and Jewell (2020), the lack of intrinsic, instrumental, and achievement values, especially when the hierarchical pattern in Bloom's Taxonomy must be mastered from a low level in order to pass to the next level, as well as too many standards and basics that must be achieved (Mandur et al 2021) have made effective learning difficult for teachers. Teaching strategies and methods that trigger critical, creative, and practical thinking are the factors influencing the effectiveness of Science teaching.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How to Create Amazing Teacher Competency in Fink’s Taxonomy in Science Subjects?

Yaw¹,

Matore²

2023

IJARBSS

View full text Add to dashboard Cite

Fink's Taxonomy is defined as a learning model that develops student engagement, integrates students through a deep emotional level, and is self-directed. Fink's Taxonomy, which is built with elements interacting with one another, allows teachers to apply the taxonomy to create significant learning. However, not many discussions are debating the issues related to Fink's Taxonomy in Science subjects in the context of secondary schools. There are three main issues of Fink's Taxonomy implementation expressed in this concept paper such as (i) teachers have no or only a little knowledge about Fink's Taxonomy, ii) there are no policies and guidelines from the Ministry of Education Malaysia, and (iii) the ambiguity of Fink's Taxonomy measurement in Science subjects in the context of secondary schools. This concept paper is unique because it elaborates on the issues faced in the implementation of Fink's Taxonomy for Science subjects in the context of secondary schools. This study suggests that the implementation of Fink's Taxonomy should be done to create significant learning in Science subjects. This paper needs to be given attention so that many researchers and the community become more aware of Fink's Taxonomy by taking immediate action to systemize the implementation and measurement of the taxonomy. The proposed solutions can be developed through active research related to Fink's Taxonomy, the provision of implementation guidelines by the Ministry of Education Malaysia, and the support of schools in creating significant learning.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Create Amazing Teacher Competency in Fink’s Taxonomy in Science Subjects?

Yaw¹,

Matore²

2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…According to Coxford (Mandur et al, 2020), students will be considered to have good mathematical connection skills if these students can fulfill the three indicators of mathematical connection, namely mathematical connections between topics in mathematics, mathematical Syifa Maharani Priharvian, Tasya Alma Qolbi, Sintha Sih Dewanti / Mathematical Connection Ability Profile of Junior High School Students of Comparative Materials connections with other disciplines, and connections with everyday life. In addition, NCTM (2000) reveals the following three aspects as a reference that students' mathematical connection abilities are considered good, namely being able to know and know the relationships between mathematical topics and understanding the relationships of these topics so that mathematics can unite into a coherent whole and apply mathematical topics to things in their lives including in other fields.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Connection Ability Profile of Junior High School Students of Comparative Materials

Priharvian,

Qolbi,

Dewanti

2023

AIJP

View full text Add to dashboard Cite

Mathematical connection ability is needed because it relates to students' problem-solving abilities. This research was conducted to determine the ability of junior high school students' mathematical connections based on the region in the comparative material. This study uses the Manova test, which begins with quantitative research and continues with qualitative research. A sample of 251 students was taken using a cluster random sampling technique in one of the provinces in Indonesia with the most immigrants aiming to pursue education at various levels. The test instrument in this study was used to measure the ability of mathematical connections between mathematical ideas, mathematical connections with everyday life, and mathematical connections with other disciplines. The results of the Manova test show that the school environment affects students' mathematical connection abilities. In different areas, students have their own advantages in each mathematical connection indicator. So, it is suggested that schools pay attention to the learning methods used to suit students to improve students' mathematical connection abilities.

show abstract

“…Menemukan gaya belajar yang tepat bagi seseorang akan mampu meningkatkan kemampuan seseorang secara kognitif, afektif dan psikomotorik. Mandur et. al.…”

unclassified

Concept or Practice: Kajian Tentang Respon Kemampuan Kognitif Mahasiswa Pada Matakuliah Penganggaran

Puspaningtyas

Sulastri

2021

jpak

View full text Add to dashboard Cite

The way a person receives knowledge has various kinds of responses according to their abilities. This research aims to develop an effective learning approach and the response of students' cognitive abilities in budgeting courses both in theory and practice. A quantitative approach is used as a type of Research and Development (R&D) methods on 102 accounting students who taking Budgeting Courses. Data were obtained from Accounting Students of the Faculty of Economics, UM, who were still taking budgeting courses and were given a questionnaire. The results of observations made in the budgeting course showed that the enthusiasm shown by students showed a good and enthusiastic attitude when explained by the lecturer about practical and theoretical. However, when the students were asked to do practice questions in the theory course, they had difficulty applying the theory to the problem. When online lectures, the conclusion is the use of appropriate learning methods and approaches and media will be simulate the response of students' cognitive abilities both theoretically and practically.

show abstract

Respon Mahasiswa Terhadap Penyelesaian Soal Koneksi Matematis Melalui Taksonomi Fink

Cited by 3 publications

References 0 publications

How to Create Amazing Teacher Competency in Fink’s Taxonomy in Science Subjects?

How to Create Amazing Teacher Competency in Fink’s Taxonomy in Science Subjects?

Mathematical Connection Ability Profile of Junior High School Students of Comparative Materials

Concept or Practice: Kajian Tentang Respon Kemampuan Kognitif Mahasiswa Pada Matakuliah Penganggaran

Contact Info

Product

Resources

About