scholarly journals Hypothetical Learning Trajectory for Classification of Animals and Sets by Using the STEM Approach

2020 ◽  
Author(s):  
Maria Roostika ◽  
Ihsan Nur Setiawan ◽  
Sri Utami ◽  
Hongki Julie ◽  
Albertus Hariwangsa Panuluh
Keyword(s):  
Learning Trajectory ◽  
Hypothetical Learning Trajectory

scholarly journals THE CONTEXT OF ARCHIPELAGO TRADITIONAL CAKE TO EXPLORE STUDENTS’ UNDERSTANDING IN INTEGERS DIVISION CLASS VII

2019 ◽  
Vol 14 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Elis Muslimah Nuraida ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Junior High School ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematics Problems ◽  
Learning Path ◽  
Starting Point ◽  
Hypothetical Learning Trajectory ◽  
Integer Division ◽  
Division Operation

This study aims to explore the students’ mathematical understanding in integer division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted on VII grade students of Palembang 1 Junior High School. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. The medium used in this study was the Students’ Activity Sheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.

The Splitting Group

2012 ◽  
Vol 43 (5) ◽  
pp. 557-583 ◽  
Author(s):  
Anderson Norton ◽  
Jesse L. M. Wilkins
Keyword(s):  
Quantitative Analysis ◽  
Student Learning ◽  
Algebraic Groups ◽  
Rational Numbers ◽  
Learning Trajectory ◽  
Mathematical Structures ◽  
Hypothetical Learning Trajectory ◽  
Eighth Grade Students ◽  
Piagetian Theory ◽  
Mental Operations

Piagetian theory describes mathematical development as the construction and organization of mental operations within psychological structures. Research on student learning has identified the vital roles of two particular operations–splitting and units coordination–play in students' development of advanced fractions knowledge. Whereas Steffe and colleagues (e.g., Steffe, 2001; Steffe & Olive, 2010) describe these knowledge structures in terms of fractions schemes, Piaget introduced the possibility of modeling students' psychological structures with formal mathematical structures, such as algebraic groups. This paper demonstrates the utility of modeling students' development with a structure that is isomorphic to the positive rational numbers under multiplication–the splitting group. We use a quantitative analysis of written assessments from 58 eighth grade students to test hypotheses related to this development. Results affirm and refine an existing hypothetical learning trajectory for students' constructions of advanced fractions schemes by demonstrating that splitting is a necessary precursor to students' constructions of 3 levels of units coordination.

scholarly journals The Profile of Student Analytical Skills through Hypothetical Learning Trajectory on Colligative Properties Lesson

2019 ◽  
Vol 7 (3) ◽  
pp. 455
Author(s):  
Said Ali Akbar ◽  
Hasby Hasby
Keyword(s):  
Learning Outcomes ◽  
Learning Trajectory ◽  
Ability Test ◽  
Student Responses ◽  
Qualitative And Quantitative ◽  
Analytical Skills ◽  
Learning Path ◽  
Hypothetical Learning Trajectory ◽  
Learning Plans ◽  
Colligative Properties

Students often have difficulty in understanding chemistry lessons, especially Colligative Properties. Teachers should have systematic learning plans so that students understand the content of learning well. Hypothetical Learning Trajectory (HLT) is effective to be used in the learning process because it becomes an idea in designing detailed learning paths. Besides that, learning outcomes can be achieved well and optimally. This study uses qualitative and quantitative approaches. Data processing is carried out based on four assessment criteria. First, student responses that appear based on response predictions, second, student ability test scores, third, analysis of learning activities, and finally science process skills (SPS). The results showed that the didactic presented by the teacher as a student learning path was good enough. Only 12% of student responses are beyond predictions. Furthermore, student SPS through the use of HLT shows that classification and communication skills have a high value, respectively 82% and 81%. Meanwhile, based on Piaget's approach, students' conceptual abilities are better (56%), compared to other abilities. Therefore, the application of HLT to the material of colligative properties towards students is very good.

scholarly journals Instructional design of integration factor based on reciprocal teaching approach

2019 ◽  
Author(s):  
Misdalina
Keyword(s):  
Instructional Design ◽  
Retrospective Analysis ◽  
Research Design ◽  
Design Method ◽  
Teaching Approach ◽  
Reciprocal Teaching ◽  
Learning Trajectory ◽  
New Knowledge ◽  
Hypothetical Learning Trajectory ◽  
Field Notes

Conventional learning are given by lecturer, make the students passive and just receive the new knowledge without a meaningful thingking process. Therefore it is required an instructional design, which invites students to understand the knowledge of their own efforts through Reciprocal Teaching approach. The method which used in this study is the research design method that include: preparing for the experiment, experimenting in the classroom, and retrospective analysis. Learning is designed for two meetings. Data collecting is made by documentation, field notes, and tests. The results is Hypothetical Learning Trajectory (HLT) for the material integration factor based on Reciprocal Teaching approach.

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