Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

Pujiastuti, Emi; Waluya, St. Budi; Mulyono, -

doi:10.1088/1742-6596/983/1/012081

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Students will obtain the desired learning experience, which in turn will enhance students' motivation to learn and improve the learning outcomes (Yohani, Rakhmat, & Mulyana, 2014). Several studies have also shown that the application of the SAVI learning model and its modification is effective in supporting the growth of students' mathematical abilities (Pujiastuti, Waluya, & Mulyono, 2018;Siagian & Sembiring, 2018). Besides that, in this teaching material, the mathematical problems given to students are presented in the form of story questions (essays), so that these trains and fosters students' mathematical connection skills.…”

Section: The Results Of Teacher Response Questionnairementioning

confidence: 99%

The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability

Siagian

Suwanto

Sulastri

2020

Jurnal Didaktik Matematika

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This study aims to analyze the effectiveness of SAVI approach-based teaching materials developed for mathematical connection ability. This study was research and development. The subjects were 36 Grade 8 students and a mathematics teacher and the objects were the SAVI approach-based teaching materials oriented to the mathematical connection ability. The effectiveness of the teaching materials measured by four aspects: (1) the observation of the teacher's ability to manage the learning should at least be in the "good" category, (2) six of the eight aspects of students activities are within the ideal time interval, (3) the students' mastery learning are fulfilled both individually and classically, and (4) the student and teacher questionnaire responses show positive responses. The results revealed that the effectiveness criteria were fulfilled. The observation of the teacher's ability to manage the learning was in the very good category (4.22). The student activities in learning was within the threshold for achieving the ideal time. Also, The students’ mathematical connection ability satisfied the mastery learning individually and classically (84.11%). The teacher and student questionnaire responses showed positive responses. Thus, the SAVI approach-based teaching materials oriented to mathematical connection ability are feasible as a learning resource for students in learning mathematics.

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Section: The Results Of Teacher Response Questionnairementioning

confidence: 99%

The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability

Siagian

Suwanto

Sulastri

2020

Jurnal Didaktik Matematika

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Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory

Rahayu¹,

Kartono²,

Dwijanto³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.</p>

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Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

Cited by 2 publications

References 3 publications

The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability

The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability

Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory

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