The Influence of Contextual Learning Models and the Cognitive Conflict to Understand Mathematical Concepts and Problems Solving Abilities

Herawaty, Dewi; Widada, Wahyu

doi:10.2991/icomse-17.2018.17

Cited by 14 publications

(15 citation statements)

References 8 publications

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“…The results of study from Herawaty & Widada, shows that influence of contextual learning model (as the outdoor learning) based on the cognitive conflict on mathematical problem-solving ability was better than conventional learning model when controlled by cognitive style covariate [24]. Also, the influence of contextual learning model based on the cognitive conflict on the ability of students to understand the concept of mathematics better than conventional learning model when controlled by cognitive conflict covariate.…”

mentioning

confidence: 99%

Ethnomathematics and Outdoor Learning to Improve Problem Solving Ability

Widada¹,

Herawaty²,

Anggoro³

et al. 2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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Students often have difficulty doing mathematical problems. The outdoor learning with ethnomathematics approach is one solution. The purpose of this study was to determine the increase of the problem solving ability of senior high school students through the application of outdoor learning model based on Bengkulu ethnomathematics. This study was a pre-experimental. It was uses the pretest-posttest group design. The sample is 40 students that selected of whole student at the senior high school Bengkulu. The research instrument used was the test of mathematical problem solving. Data were analyzed by using statistical analysis. The results showed that mathematical problem solving abilities of students after being given ethnomathematics with outdoor learning models were higher than before being given the learning models.

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mentioning

confidence: 99%

Ethnomathematics and Outdoor Learning to Improve Problem Solving Ability

Widada¹,

Herawaty²,

Anggoro³

et al. 2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

Self Cite

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“…No exaggeration to note, PBL and contextual learning model is very suitable to be applied to elementary school-age children. These learning models precisely to the concrete operational stage in cognitive development [29]. Cognitive and constructive processes become intermingled in PBL, thus supporting student learning the progress.…”

Section: Study Of the Nature Of Problem Based Learning (Pbl)mentioning

confidence: 95%

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Imandala

Ru-mi

Supriyadi

2019

IJELE

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Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.

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“…The results prove that students with carefully planned problems are able to relate the influence of various concepts well. [25]- [27] Implementing strategy…”

Section: Analysis Of Students' Self-confidencementioning

confidence: 99%

“…The results prove that the problem-solving method affects students' understanding of concepts. [25]- [27] Checking again…”

Section: Analysis Of Students' Self-confidencementioning

confidence: 99%

How Does Problem-solving Method Affect Students’ Self-confidence and Mathematical Understanding?

Rahayuningdewi

Faradillah

2020

IJSME

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This study aimed to determine the effects of problem-solving method on students’ self-confidence and mathematical understanding in learning. This study used quantitative and qualitative methods. The research followed the process of quantitative calculation from instruments about mathematical understanding and described students’ self-confidence, analyzed using Rasch with the WinSteps application. This research was conducted at SMPN 30 Jakarta with class VIII students as the research population. Based on this population, 34 students were selected as the sample with a cluster random sampling technique. Based on the data obtained, it was known that there is a significant effect of problem-solving methods on mathematical understanding. Meanwhile, Rasch data analysis showed a high category for the relationship between understanding and self-confidence of students by 60%. This proved that the effect of the problem-solving method on self-confidence and mathematical understanding is directly proportional.

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The Influence of Contextual Learning Models and the Cognitive Conflict to Understand Mathematical Concepts and Problems Solving Abilities

Cited by 14 publications

References 8 publications

Ethnomathematics and Outdoor Learning to Improve Problem Solving Ability

Ethnomathematics and Outdoor Learning to Improve Problem Solving Ability

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

How Does Problem-solving Method Affect Students’ Self-confidence and Mathematical Understanding?

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