Using moodle to improve self-directed learning of mathematics in vocational school

Takaendengan, Bertu Rianto; Santosa, Rusgianto Heri

doi:10.1088/1742-6596/1097/1/012121

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…Now the question is how to modify the SDL nature making best fit to young learning. Takaendengan & Santosa (2018) argued that self-directed learning helps students to be more active in mathematics class and more initiative in learning mathematics considering SDL by nature is active and student centred process.…”

Section: Nature Of Self-directed Learningmentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have prepared different theme related to self-directed learning such as concept of self-directed learning, nature of self-directed learning, mathematics and self-directed learning, role of SDL learners and teacher, philosophical underpinning of SDL, SDL models in practice, self-directed learning and its strategy. From those themes, we concluded that SDL is a teaching and learning pedagogy that encourages students to utilize their imaginative and intuitive abilities, fostering mindfulness, constructiveness, critical thinking, independence, cooperativeness, confidentiality, and autonomy, and promoting self-motivation, self-management, and self-monitoring. Moreover, Self-Directed Learning (SDL) is a self-directed pedagogy that encourages students to take charge of their education, focusing on engaging, creative, and independent learning methods. Under those themes self-directed emphasizes in fostering autonomy, creativity, and active engagement, while acknowledging the need for more specific models and stages for effective implementation in school mathematics education.

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Section: Nature Of Self-directed Learningmentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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“…Moodle is a widely used virtual learning environment. It provides comprehensive tools for increasing students' activity and independence in learning (Takaendengan & Santosa, 2018). Porras et al (2023) presented a desired model for STACK-based exercises, ensuring students achieve a deep and comprehensive understanding of a subject and reduction of learning gaps before moving on to more advanced topics.…”

Section: Stack-based Testing Of Stem Competencementioning

confidence: 99%

Enhancing Mathematical Skills for Vocational School Students Pursuing Undergraduate Studies

Hurme,

Porras,

Lähteenmäki

2023

The Barcelona Conference on Education 2023: Official Conference Proceedings

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Over the past two decades, competence-based education has become a dominant trend in vocational and undergraduate education. The term competence-based education covers various conceptual ideas and practices arising from technical thinking in which education is seen as training competency, emphasising the development of complete vocational competence promoting autonomous identity and its continuous improvement. It should reflect how mathematics is taught at all levels of vocational education. As the PISA research has revealed gaps in skills in STEM subjects, our goal is to develop a powerful online learning model to promote access to undergraduate studies and employment for the disadvantaged in Finland. Their mathematical and scientific skills are analysed and trained online according to their self-direction. This facilitates graduating on time and applying for further studies. de Brujin and Leeman's original model of a powerful learning environment is enhanced, focusing now on online adaptive guidance, and supporting self-regulating skills. The initial state for improving mathematical competence and self-regulating skills is the formation of a vocational identity obtained in previous education. The model is delineated by the idea of cognitive apprenticeship, acquiring knowledge and skills to pursue further studies. Online reflection and constructive learning from authentic situations towards a more abstract construction of knowledge is viewed from sociocultural theory and its perspective on cognition. Understanding the mathematical self-concept of online learners can inform strategies for improving online mathematics education.

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“…(4) mengembangkan self-regulated learning (Sudianto, Dwijanto, & Dewi, 2019;Takaendengan & Santosa, 2018); (5) mengembangkan kemampuan berpikir kreatif (Sudianto et al, 2019); dan juga (6) mengembangkan pemahaman konseptual (Fitri & Zahari, 2019;Setyaningrum, 2018). Ini berarti, pembelajaran matematika yang diintegrasikan dengan pemanfaatan LMS berupa Moodle dapat memfasilitasi siswa dalam mengembangkan kemampuan dan sikap matematisnya.…”

Section: Hasil Dan Pembahasan Pengintegrasian Moodle Dalam Pembelajaran Matematikaunclassified

Peluang dan Tantangan Pengintegrasian Learning Management System (LMS) dalam Pembelajaran Matematika di Indonesia

Rafi

Nurjannah

Fabella

et al. 2020

jtm

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This literature review aimed to describe the opportunities and challenges of integrating the Learning Management System (LMS) in mathematics learning, especially in terms of the non-technical aspects. Because many LMS platforms which can be integrated into learning process, this review only discusses the three LMS platforms which are common, namely Moodle, Edmodo, and Schoology. This review was conducted with the method as proposed by Templier and Paré (2015), in which the literature materials consisted of journal articles, proceedings, and official websites of LMS. The results of this review showed that integrating the LMS in mathematics learning indicated opportunities in terms of the positive impact which can be obtained from integrating the LMS. On the other hand, the identified challenges were about how mathematics content or materials were organized through integrating the LMS, providing feedback, and maximizing the online discussion facility provided by LMS. Therefore, to obtain the positive impact from integrating the LMS into mathematics learning, teachers should pay attention to these three challenges.

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Using moodle to improve self-directed learning of mathematics in vocational school

Cited by 6 publications

References 3 publications

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Enhancing Mathematical Skills for Vocational School Students Pursuing Undergraduate Studies

Peluang dan Tantangan Pengintegrasian Learning Management System (LMS) dalam Pembelajaran Matematika di Indonesia

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