Supporting Students Mathematical Thinking in the Learning of Two-Variable Functions Through Blended Learning

Kashefi, Hamidreza; Ismail, Zaleha; Yusof, Yudariah Mohammad; Rahman, Roselainy Abdul

doi:10.1016/j.sbspro.2012.06.128

Cited by 20 publications

(21 citation statements)

References 7 publications

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“…Assessment: In blended learning, teachers can do summative and formative assessments such as quiz, test feedback and written tasks. (Kashefi, et al, 2012) Previous research found that blended learning offered several advantages such as: (1) flexible way of learning in terms of time and place, (2) students have autonomous to determine their own learning pace, (3) students have more responsibility on their learning (Tang & Chaw, 2013). Marco, Penichet, and Lázaro (2013, p. 730) identified main strengths found in blended learning: (1) flexibility because it enables the student to access the materials from anywhere at any time; (2) good student support; (3) improved pedagogy as it supports the face-to-face teaching approaches; (4) increased access and flexibility; (5) increased cost-effectiveness; (6) information from the face-to-face activities to total online interactions is stored in a single place; (7) promotion of social interaction; (8) quick feedback to learners which will help them in their learning process; (9) provides collaborative activities among teacher and students; 10) allows access to everyone who needs training by providing it in different ways.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning: Does it help students in understanding mathematical concepts?

Setyaningrum

2018

J. ris. pendidik. mat

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The rapid development of technology offers many advantages to the proses of learning in the classroom. This experimental research aimed to investigates the effectiveness of learning mathematics delivered through blended learning. In particular, this study compared the effectiveness of blended learning using Moodle and traditional one in relation to students’ conceptual understanding. The data was gathered through written test and interview. This study involved 127 students of grade eight secondary school. The data shows that students who learn in blended learning approach have better conceptual understanding rather than their counterparts. The students claim that they can access learning material and revisit some difficult material in their convenience time. Nevertheless, there are some obstacles faced by students related to maintaining their motivation to learn independently and keeping distraction off to access other website when they learn online.Key words: blended learning, conceptual understanding

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Section: Introductionmentioning

confidence: 99%

Blended Learning: Does it help students in understanding mathematical concepts?

Setyaningrum

2018

J. ris. pendidik. mat

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“…Therefore, it can make it easier for students to carry out learning and easily accept lecturers' learning materials. Besides, students can discuss with friends either online or face-to-face in the learning room (Kashefi et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Blended Learning to Understanding Concept

et.al¹

2021

TURCOMAT

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This study aims to explain blended learning and learning styles towards students' conceptual understanding. This study was designed as a quasi-experiment involving 84 students of the IslamicsEducation Department, Faculty of Education of Islamics Institute of Al-KhairatPamekasan, Indonesia. The research data were collected using a test. Before the study, tests were carried out for the experimental and control groups. Data were analyzed using descriptive statistics and ANOVA test with pre-test scores as covariates. The level of significance was determined at α = 0.05. The results showed that (1) there were differences in learning outcomes between those taught with the blended learning model and those taught with the conventional learning model. (2) The difference in learning outcomes between groups of students who had to learn styles and groups of students with low learning discipline. Student learning discipline had an essential role in the learning process. These findings indicated that blended learning could dominate the learning outcomes of students' conceptual mastery. Future research might be able to discuss the results of tests conducted to determine the effectiveness of mastery of learning concepts with other learning models.

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“…These results are in accordance with the results that have been obtained by Ramadhani (Ramadhani, Umam, Abdurrahman, & Syazali, 2019;Ramadhani, 2018) that mathematical abilities of students can be increased without the role of KAM students but is caused by the provision of new learning, one of which is the blended learning model. This model has also been previously proven to be able to support students 'mathematical thinking and help in overcoming additional obstacles in learning mathematics, such as in multivariable calculus learning, where blended learning is said to be an ideal environment to support students' thinking power through creative problem solving (Kashefi, Ismail, Yusof, & Rahman, 2012;. Students have positive feedback on mathematics when blended learning is applied (Lin, Tseng, & Chiang, 2017).…”

Section: Figure 1 Interaction Test Between Learning Classes With Initmentioning

confidence: 99%

Students' Mathematical Problem Abilities Improvement Using Blended Learning Reviewed From The Initial Ability of Students

Ramadhani¹,

Aisyah

2020

IJEMS.Jurnal.Pendidik.Matematika.Sains

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The purpose of this study is to see an increase in students' mathematical problem-solving abilities taught by using a blended learning model in terms of the initial ability of high school students. Blended learning is digital-based learning by using digital learning media as aids in learning. This learning is done as a form of implementation of Education 4.0-based learning which the impact of the existence of Industrial Revolution 4.0. This research uses a quasi-experimental type with a pre-test post-test control design research design. The sampling technique was carried out using purposive sampling and obtained as many as 28 students who were in the experimental group (who were taught using a blended learning model) and 25 students who were in the control group (who were taught using ordinary learning). The results of testing normality and homogeneity of data using Levenes' test and Kolmogorov-Smirnov analysis obtained the results that the data in both learning groups were normally distributed and homogeneous. Referring to the prerequisite test results, hypothesis testing is performed using a Two-Way Analysis of Variance (ANOVA Two Path). The results of hypothesis testing indicate that there is an increase in students 'mathematical problem-solving abilities that are taught using blended learning models in terms of students' initial mathematical abilities. This result strengthens the evidence that the use of blended learning models has a significant effect on improving students' mathematical abilities and provides new learning experiences for students.

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Supporting Students Mathematical Thinking in the Learning of Two-Variable Functions Through Blended Learning

Cited by 20 publications

References 7 publications

Blended Learning: Does it help students in understanding mathematical concepts?

Blended Learning: Does it help students in understanding mathematical concepts?

The Influence of Blended Learning to Understanding Concept

Students' Mathematical Problem Abilities Improvement Using Blended Learning Reviewed From The Initial Ability of Students

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