scholarly journals Affective field during collaborative problem posing and problem solving: a case study

2020 ◽  
Vol 105 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Maike Schindler ◽  
Arthur Bakker
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Dynamic Nature ◽  
School Students ◽  
Affective Characteristics ◽  
Affective Factors ◽  
Collaborative Problem ◽  
Upper Secondary ◽  
Motivation Beliefs

AbstractEducators in mathematics have long been concerned about students’ motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person’s various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16–18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna’s affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

scholarly journals A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Gunnar E. Höst ◽  
Konrad J. Schönborn ◽  
Karljohan E. Lundin Palmerius
Keyword(s):  
Virtual Environments ◽  
Electric Fields ◽  
Conceptual Knowledge ◽  
Contemporary Literature ◽  
School Students ◽  
Upper Secondary ◽  
Interactive Strategies ◽  
Research Findings ◽  
Case Based

Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.

scholarly journals Keefektifan problem posing dan problem solving ditinjau dari ketercapaian kompetensi, metode, dan sikap matematis

2016 ◽  
Vol 11 (2) ◽  
pp. 123
Author(s):  
Ahmad Nasrullah ◽  
Marsigit Marsigit
Keyword(s):  
High School ◽  
Mathematical Method ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
Problem Posing ◽  
School Students ◽  
Group Design ◽  
Dependent Variables ◽  
Quasi Experimental

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran problem posing dan  problem solving ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap matematis siswa SMA. Penelitian yang digunakan adalah penelitian eksperimen semu dengan desain Nonequivalent (Pretest and Posttest) group design. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Sakra Lombok Timur yang terdiri dari tujuh kelas. Dari tujuh kelas tersebut, dipilih secara acak dua kelas sebagai kelas eksperimen. Hasil penelitian menunjukkan sebagai berikut. 1). Pendekatan problem posing dan problem solving efektif ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap  matematis siswa SMA. 2). Ada perbedaan keefektifan pendekatan problem posing dan problem solving ditinjau dari ketiga variabel dependen secara simultan. 3). Pendekatan problem solving lebih efektif dibandingkan dengan pendekatan  problem posingditinjau dari ketercapaian kompetensi dasar dan kemampuan metode matematis. 4). Tidak ada perbedaan keefektifan kedua pendekatan pembelajaran ditinjau dari sikap  matematis siswa SMA.Kata Kunci: pendekatan problem posing, problem solving, ketercapaian kompetensi dasar, metode matematis, sikap matematis siswa. The effectiveness of problem posing and problem solving in terms of basic competence attainment, mathematical method, and mathematical attitude AbstractThis study aims to describe and compare the effectiveness of problem posing and problem solving approaches in terms of mathematics basic competence attainment, mathematical method, and mathematical attitude of senior high school students. This study was a quasi-experimental study using the nonequivalent pretest and posttest group design. The population was the  X grade students of State Senior High School 1 of Sakra Lombok Timur that consisted of seven classes. The sample was two classes selected randomly from all Year X classes. The results of the study are as follows. 1) Problem posing and problem solving approaches are effective in terms of the mathematics basic competence attainment, mathematical method and mathematical attitude of Senior Hogh School students. 2) There is a different effect of problem posing and problem solving approaches on all dependent variables simultaneously. 3) Problem solving approach is more effective than problem posing in terms of the basic competence attainment and mathematical method. 4) There is no different effect of problem posing and problem solving approaches in terms of student mathematical attitude.Keywords: problem posing approach, problem solving approach, mathematics basic competence attainment, mathematical method, mathematical attitude.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA

2018 ◽  
Vol 6 (1) ◽  
pp. 93-104
Author(s):  
Deddy Sofyan ◽  
Sukanto Sukandar Madio
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Mathematical Problem Posing

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.

scholarly journals THE SKILLS OF WRITING ANSWERS TO KBAT LITERARY TEXTS USING THE METHOD OF DRILLING QUESTIONS FOR UPPER SECONDARY STUDENTS IN MAAHAD KAWALAN

2021 ◽  
Vol 6 (44) ◽  
pp. 95-110
Author(s):  
Mohd Shafie Mohamad ◽  
Rozita Radhiah Said ◽  
Azhar Md. Sabil ◽  
Mohd Mursyid Arshad
Keyword(s):  
Secondary Students ◽  
Intermediate Level ◽  
Literary Texts ◽  
School Students ◽  
Cohesive Devices ◽  
Upper Secondary ◽  
Drilling Method ◽  
Before And After ◽  
Post Test

The Bahasa Melayu question paper is divided into two papers ( Paper 1 and Paper 2), with both papers require written essay responses. The literature section is the part of the questions that students are required to answer in the Sijil Pelajaran Malaysia (SPM) exam. There are 13 marks awarded for 4 questions, two of them are questions in the form of KBAT. The aim of this study was to improve secondary school students' skills in writing KBAT answers using drill method. In addition, the researchers compared students' responses to four parts of the questions in the literature section of Bahasa Melayu Paper 2 (1103/2) before and after the drilling method. This study used a qualitative approach in the form of a case study (document analysis). In data collection, 5 classes in Maahad Control were subjected to pre-test and post-test. The study revealed that the pre-test scores of 10 students randomly taken from 5 classes, 3 of them were at the weak level and 7 students were at intermediate level. However, after 6 drilling sessions, the researcher found that the performance of the students improved in the post-test. 2 students reached an intermediate level and 8 students reached a good level in answering literature questions. This proves that students trained with drill method mastered the techniques of answer writing due to the influence of answer discussion which highlights the key words in each question. Meanwhile, teachers still need to guide students on punctuation and the use of appropriate cohesive devices in each part of the answer.

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