Teacher’s Stimulus Helps Students Achieve Mathematics Reasoning and Problem Solving Competences

Hidayah, Isti; Pujiastuti, Emi; Chrisna, Jeanet Eva

doi:10.1088/1742-6596/824/1/012042

Cited by 10 publications

(8 citation statements)

References 3 publications

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“…Teachers who have never taught or made their students engaged with problems may cause their students are not accustomed to deal with problem solving. Furthermore, stimulus from teacher is also important to help the students learn (Hidayah, Pujiastuti, & Chrisna, 2017). In a learning by using problem solving approach, teachers need to support and guide their students through scaffolding instruction enable management of learning task (Hillman, 2003).…”

Section: Discussionmentioning

confidence: 99%

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

Kusdinar

Sukestiyarno

Isnarto

et al. 2017

Int. J. Emerg. Math. Educ.

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AbstrakStrategi heuristik merupakan salah satu strategi pemecahan masalah matematika untuk mendapatkan hasil efektif. Penelitian ini bertujuan untuk menggali, mengelompokkan, dan menganalisis strategi heuristik berdasarkan modifikasi model Krulik dan Rudnik, sehingga dapat dijadikan dasar untuk memberikan pendampingan dalam pembelajaran. Penelitian ini merupakan penelitian kualitatif yang melibatkan 32 siswa SMP Muhammadiyah 4 Yogyakarta sebagai subjek penelitian. Variabel penelitian ini adalah indikator-indikator penggunaan heuristik model Krulik dan Rudnik, meliputi: read and think, explore and plan, select a strategy, find and answer, serta reflect and extend. Penelitian ini menggunakan metode kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa: 2 siswa (6,25%) berada pada kategori baik dengan lebih sering melakukan semua strategi heuristik; 21 siswa (65,62%) berada pada kategori cukup dengan melakukan sebagian strategi heuristik; dan 9 siswa (28,13%) berada pada kategori kurang menunjukkan penggunaan strategi heuristik. Pada semua kategori, indikator find and answer lebih sering dilakukan siswa sedangkan indikator explore and plan masih jarang dilakukan.Kata Kunci: pemecahan masalah matematika, strategi heuristik, model Krulik dan Rudnik Abstract Heuristic strategy is one of the mathematics problem solving strategies to gain effective results. This research aimed to analyze the use of the heuristic strategies based on the modification of the Krulik and Rudnik model. This research discovered and classified the students' heuristic strategies which can be used as a basis to provide assistance in the learning. This research was a qualitative research involving 32 students of SMP Muhammadiyah 4 Yogyakarta as its subjects. The research variables are the indicators of the Krulik and Rudnik heuristic models which the students performed including: read and think, explore and plan, select a strategy, find and answer, as well as reflect and extend. The data was taken through questionnaire and interview methods. The result suggested that: 2 students (6.25%) were in the good category as they did all of the heuristic strategies more often; 21 students (65.62%) were in the fair category since they implemented some indicators of the heuristic strategies; and 9 students (28.13%) were in the poor category since they were lack in implementing the heuristic strategies. In all categories, indicator of find and answer was more oftenly done by the students while the indicator of explore and plan was less done.

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Section: Discussionmentioning

confidence: 99%

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

Kusdinar

Sukestiyarno

Isnarto

et al. 2017

Int. J. Emerg. Math. Educ.

View full text Add to dashboard Cite

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“…In education, learners’ learning tendencies are stimulated by the instructor’s style and change ( Hidayah et al, 2017 ; Husin et al, 2021 ). Learner responses to instructor stimuli in a course have important implications for course performance, such as the sequence and structure of course delivery.…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

“…Learner responses to instructor stimuli in a course have important implications for course performance, such as the sequence and structure of course delivery. It has been noted that when instructors provide stimuli in the form of a task, learners reflect, make a general assessment of the task, and then respond ( Hidayah et al, 2017 ). For example, excellent teaching content can provide positive stimuli to learners and develop their questioning and thinking skills, thus improving their learning performance ( Hidayah et al, 2017 ).…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

What factors influence MOOC course completion? An investigation of course completion and workplace benefits from interpersonal attraction theory perspective

Kim

Zhao

2022

Front. Psychol.

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MOOCs have attracted millions of learners worldwide by providing the public with convenient access to learning and quality educational resources, but the high dropout rate in MOOCs is still an urgent problem. Drawing upon Situation-Organism-Behavior-Consequence framework and interpersonal attraction theory, this study investigates the relationship between instructor attractiveness and MOOC course completion and further analyzes the impact of MOOC course completion on their career development. The results reveal that knowledge attractiveness and communication attractiveness significantly influence learners’ thirst for knowledge. Communication attractiveness and physical attractiveness significantly influence learners’ parasocial relationships. The thirst for knowledge and parasocial relationships are important antecedents of course completion for in-service learners and in-service learners’ completion of MOOC courses positively affects their workplace benefits. The findings provide new perspectives for the research domain of online education.

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“…In the mathematics learning process for elementary school level, instructional media (e.g. manipulatives, virtual web-based manipulative) is one of the necessary components in supporting students' understanding of mathematical thinking [8][9][10]. Instructional media is a tool designed, planned, and regulated by the educators as an introduction in delivering materials to improve the quality of the learning process and learning outcomes of students [11].…”

Section: Introductionmentioning

confidence: 99%

Edmodo social learning network for elementary school mathematics learning

Ariani

Ahmad

Prahmana

2017

J. Phys.: Conf. Ser.

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Abstract.A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

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Teacher’s Stimulus Helps Students Achieve Mathematics Reasoning and Problem Solving Competences

Cited by 10 publications

References 3 publications

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

What factors influence MOOC course completion? An investigation of course completion and workplace benefits from interpersonal attraction theory perspective

Edmodo social learning network for elementary school mathematics learning

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