THE INFLUENCE OF CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) LEARNING MODELS CONCEPT OF UNDERSTANDING OF CONCEPT STUDENT MATH

Jehadus, Emilianus; Tamur, Maximus; Jelatu, Silfanus; Pantaleon, Kristianus Viktor; Nendi, Fransiskus; Defrino, Stanislaus Sepi

doi:10.30740/jee.v3i2p53-59

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…The openended approach with group-to-group breathes constructivism. It is a common phenomenon for now that constructivism-based learning models support the development of student academic performance [28]- [31].…”

Section: Resultsmentioning

confidence: 99%

The Influence of Open-Ended Approach with Group-To-Group Strategy on the Improvement of Mathematic Communication Skills for High School Students

Jehadus¹,

Tamur²,

Murni³

et al. 2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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An open-ended approach with a group-to-group strategy has been used to support increased understanding, reasoning, and mathematical problem-solving abilities. However, experimentation on the effectiveness of this approach has not been explored much in supporting the improvement of students' mathematical communication skills. This experimental study aims to compare the mathematical communication skills of students who receive the open-ended group-to-group strategy treatment to students who receive conventional learning. This study involved 75 students in Wae Nakeng Santa Familia Senior High School, West Manggarai Regency, Indonesia. The data were collected by means of tests, and the t test was applied to compare the abilities of the two groups. Based on the results of the analysis, it can be concluded that the mathematical communication skills of students who accept open-ended with the group-to-group plan method are better than students in conventional classes.

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Section: Resultsmentioning

confidence: 99%

The Influence of Open-Ended Approach with Group-To-Group Strategy on the Improvement of Mathematic Communication Skills for High School Students

Jehadus¹,

Tamur²,

Murni³

et al. 2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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“…Mathematics education was emphasized to include problem-solving skills, student diversity, student-centered learning, and several added topics such as set theory, 2D and 3D geometry, statistics, and probability. In 1984, inquiry learning was introduced, with topics such as observation, classification, reporting, and computer subjects required to support mathematics subjects (Haridza & Irving, 2017;Jehadus et al, 2020).…”

Section: Science and Mathematics Curriculum In Indonesiamentioning

confidence: 99%

The Comparison of Hungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and Sciences Curriculum

Amalina

Suherman

Vidákovich

et al. 2023

JPII

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In the twenty-first century, there has been significant and rapid advancement in mathematics and science education. Comparing the educational systems of different countries according to international standards can provide valuable insights for improving educational quality. This study aims to investigate and compare the science and mathematics education systems of two countries, Indonesia and Hungary, specifically at the ISCED 2 level. The Indonesian curriculum used in this study is the most recent version of Curriculum 2013, updated in 2016, while the Hungarian curriculum used is the National Core Curriculum 2020 (NCC). This research is categorized as library research and applies the qualitative descriptive-analytical method. We searched several legal documents of curriculums from both countries in libraries, legal websites, formal institutions, and the archives of the ministries of education. After finding the relevant documents, the authors from each country translated, analyzed, and reviewed them thoroughly. According to the findings, several differences between the two educational systems might generate drawbacks. In Hungary, both science and mathematics curricula are empirical-based and involve activities, whereas in Indonesia, they start from new activities and are content-based. There are also several disjoint topics in mathematics between both countries, such as absolute value and quadratic equations. In Indonesia, science education is focused on biology topics as the main proportion of knowledge and is theoretical-oriented, while in Hungary, it is more varied in topics and is realistic and empirical-oriented. The Hungarian science curriculum is also emphasized on inquiry and experimental activities. To further investigate and compare the education systems, more studies are needed at every level of education.

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“…Pendapat (Maifi 2021) menyatakan bahwa salah satu aspek kognitif dalam pembelajaran matematika yaitu pemahaman konsep matematika. Pemahaman yang baik terhadap konsep matematika akan memudahkan siswa dalam mengingat, menggunakan, dan menyusun konsep matematika (Jehadus et al, 2020). Pemahaman konsep ini kemudian menjadi perlu dimiliki oleh peserta didik agar mampu menyelesaikan permasalahan matematika dalam kelas maupun luar kelas.…”

Section: Pendahuluanunclassified

Deskripsi Pemahaman Konsep Siswa Kelas Xi Ditinjau Dari Gaya Kognitif

Pratiwi

2023

PRISMA

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This is qualitative research. The purpose of the research was to describe students’ conceptual understanding according to their own cognitive styles. The mathematical concept tested on the student was a system of linear equations of two variables. The subject of this research was two students from Grade XI of SMAN 4 Bantaeng. One of the subjects is field independent and the other student is field dependent. The instruments of this research were Group Embedded Figure Test (GEFT), a conceptual understanding written test, and a task-based interview. The analysis technic of this research was a qualitative descriptive analysis. Based on the research data, it was found that students of the field independently satisfy all indicators of conceptual understanding, namely define a concept in verbal and writing; use models, diagrams, or symbols to present a concept; change a representative form to another form; recognize various meaning of a concept; identify properties of a concept and recognize conditions that define it; compare various concepts; estimate; and provide examples and non-examples of a concept. Students of field dependentweres only satisfy seven indicators of conceptual understanding. The only one that was not satisfied by a student of dependent was recognizing various meanings of a concept.

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THE INFLUENCE OF CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) LEARNING MODELS CONCEPT OF UNDERSTANDING OF CONCEPT STUDENT MATH

Cited by 5 publications

References 13 publications

The Influence of Open-Ended Approach with Group-To-Group Strategy on the Improvement of Mathematic Communication Skills for High School Students

The Influence of Open-Ended Approach with Group-To-Group Strategy on the Improvement of Mathematic Communication Skills for High School Students

The Comparison of Hungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and Sciences Curriculum

Deskripsi Pemahaman Konsep Siswa Kelas Xi Ditinjau Dari Gaya Kognitif

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