scholarly journals Kesan Pembelajaran Koperatif ke atas Pelajar Martikulasi Dalam Matapelajaran Matematik

2012 ◽  
Author(s):  
Effandi Zakaria ◽  
Abd. Razak Habib
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Analysis Of Variance ◽  
Metacognitive Awareness ◽  
Problem Solving Skills ◽  
Mathematics Attitude ◽  
Attitude Towards Mathematics ◽  
Post Test

Tujuan kajian eksperimental kuasi ini ialah untuk menentukan kesan pembelajaran koperatif ke atas kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah pelajar–pelajar matrikulasi. Kumpulan rawatan (n = 36) adalah kumpulan koperatif, manakala kumpulan kawalan (n = 34) menerima pengajaran secara tradisional. Bagi mengawal perbezaan pemboleh ubah–pemboleh ubah yang bergerak balas, ujian pra diberikan kepada kedua–dua kumpulan sebelum pengajaran. Selepas 17 minggu pengajaran, kedua–dua kumpulan diberikan ujian pos. Lima jenis alat kajian digunakan bagi mendapatkan data: Ujian penyelesaian masalah Matematik, ujian pencapaian Matematik, soal–selidik kesedaran metakognitif, soal–selidik sikap terhadap Matematik dan soal–selidik sikap terhadap penyelesaian masalah. Bagi menentukan perbezaan antara kumpulan rawatan dan kawalan, data ujian pra dan ujian pos dianalisis dengan menggunakan analisis varian multivariat (MANOVA), diikuti dengan analisis varian univariat (ANOVA). Dapatan kajian daripada MANOVA menunjukkan terdapat perbezaan secara keseluruhan yang signifikan memihak kepada kumpulan koperatif dalam kemahiran menyelesaikan masalah, pencapaian Matematik, kesedaran metakognitif, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah. Bagaimanapun, analisis ANOVA mendapati hanya pencapaian Matematik dan kemahiran menyelesaikan masalah mempunyai perbezaan signifikan antara kumpulan koperatif dan tradisional. Hasil kajian menunjukkan pelajar dalam kelas pembelajaran koperatif mengatasi pelajar dalam kelas tradisional dalam ujian pos pencapaian dan kemahiran menyelesaikan masalah. Saiz kesan adalah sederhana dan dengan itu, kesan rawatan adalah bermakna secara praktisnya. Kata kunci: Pembelajaran koperatif, kemahiran menyelesaikan masalah, kesedaran metakognitif, pencapaian Matematik, sikap terhadap Matematik dan sikap terhadap penyelesaian masalah The purpose of this quasi–experimental study was to determine the effects of cooperative learning on matriculation college students’ Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills. The treatment group (n = 36) was given a cooperative learning environment while the control group (n = 34) received instruction in a traditional learning environment. In order to control the differences in the dependent variables, a pre–test was administered. After 17 weeks of instruction, both groups were given a post–test. Five types of instruments were employed to collect the data: the problem solving test, the Mathematics achievement test, the metacognitive awareness instrument, the attitude towards Mathematics instrument and the attitude towards problem solving instrument. The pre-test and post–test data were analyzed using Multivariate Analysis of Variance (MANOVA), followed by univariate Analysis of Variance (ANOVA). The MANOVA results revealed the overall significant differences favouring the cooperative learning group in the areas of problem solving skills, Mathematics achievement, metacognitive awareness, attitude towards Mathematics and attitude towards problem solving. However, the ANOVA showed only Mathematics achievement and problem solving skills were found to be statistically significant. The results indicated that students in the cooperative learning class outperformed students in the traditional class on post test achievement and problem solving skills scores. The effect size was moderate and therefore practically meaningful. Key words: Cooperative learning, Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills.

scholarly journals PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MENGGUNAKAN MODEL STAD DAN PEMBELAJARAN LANGSUNG

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Anggita Ulan Nasution ◽  
Asmin . .
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Direct Instruction ◽  
Analysis Data ◽  
Learning Model ◽  
Mathematics Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Class Viii ◽  
The Mean

ABSTRAK Penelitian ini bertujuan untuk mengetahui apakah kemampuan pemecahan masalah matematis siswa yang diajarkan dengan model pembelajaran kooperatif tipe STAD lebih tinggi daripada siswa yang di ajarkan dengan model pembelajaran langsung pada siswa kelas VIII SMP Muhammadiyah 3 Medan. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah 3 Medan dan sampel dalam penelitian ini adalah siswa kelas VIII-A dan kelas VIII-B sebanyak 72 siswa. Kelas VIII-A diberi STAD dan kelas VIII-B diberi pembelajaran langsung. Jenis penelitian ini adalah eksperimen semu. Dari analisis data pada kelas eksperimen diperoleh nilai rata-rata pre test 58,18 dan simpangan baku pre test 7,62 sedangkan nilai rata-rata post test 86,70. Pada kelas kontrol diperoleh nilai rata-rata pre test 58,14 dan simpangan baku pre test 8,70 sedangkan nilai rata-rata post test 78,28. Dari analisis data postest dengan menggunakan uji-t pada taraf = 0,05 diperoleh thitung = 2,12 dan  ttabel = 1,668 yang ternyata thitung > ttabel maka H0 ditolak dan Ha diterima. Maka dapat disimpulkan bahwa kemampuan pemecahan masalah matematis siswa yang diajar dengan menerapkan model pembelajaran STAD lebih tinggi daripada siswa yang diajar dengan pembelajaran langsung pada materi kubus dan balok. Kata kunci: Kemampuan Pemecahan Masalah Matematika, STAD, Pembelajara Langsung ABSTRACTThe aim of this research were to know whether the problem solving skills of mathematics students who was taught by using cooperative learning model STAD type is higher than students who was taught by using direct instruction in class VIII SMP Muhammadiyah 3 Medan. The population in this research was all of the students in class VIII SMP Muhammadiyah 3 Medan and the sampel are the students in class VIII-A and VIII-B  which total 72 students. Class VIII-A was taught by using STAD and class VIII-B was taught by using direct intrustion. This is quasi experiment. The result of this research the mean of pretest of the data in experiment class  was 58,18 and standard devision of pretest 7,62 although the mean of    posttest 86,70. The result of this research the mean of pretetst of the data in control class was 58,14 and standard devision of pretetst 8,70 although the mean of the data posttest 78,28. From the analysis data of posttest  with using t-test with = 0,05, the result thitung = 2,12 and  ttabel = 1,668 and evidently thitung > ttabel so H0 was rejected dan Ha was accepted. So the conclusion is problem solving skills of mathematics students who was taught by using cooperative learning model STAD type is higher than students who was taught by using direct instruction. Keywords : Mathematics Problem Solving Ability, STAD, Direct Instruction

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals Internationalisation of a teaching experience: ToSCA UPC education for innovation workshop at UFPS, Colombia

2018 ◽  
Author(s):  
Marta Adroer Puig ◽  
Carmen Xiomara Díaz Fuentes ◽  
Joan Lluís Zamora i Mestre
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Product Innovation ◽  
Teaching Experience ◽  
Cultural Environment ◽  
Problem Solving Skills ◽  
Technical Product ◽  
Educational Workshop

ToSCA is an optional and intensive technical product innovation workshop that aims to include education for innovation of constructive solutions in the grade architecture programme, by applying a didactic structure based on problem solving skills, combined with cooperative learning structures and involving an industry of the sector every edition a client. The workshop has been held annually at the Vallès School of Architecture, Universitat Politècnica de Catalunya, since 2007 and the results of each edition can be found at: http://www.etsav.upc.edu/assignatures/tosca. After eleven editions of ToSCA_ETSAV and one edition in TUM Munich, with a very good outcomes and by the invitation of the School of Architecture of the Francisco de Paula Santander University in Cúcuta, Colombia, we assumed, between both institutions, the challenge of internationalizing the ToSCA experience, to carry out within the Deepening Course "the ceramics in the architectural project", a first educational workshop for the innovation of technical product, suggesting the adaptability of the ToSCA methodology, in a different socio-cultural environment.

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