How Can Cognitive-Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching

2020 ◽  
Vol 29 (6) ◽  
pp. 599-609
Author(s):  
Bethany Rittle-Johnson ◽  
Jon R. Star ◽  
Kelley Durkin
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Science Research ◽  
Visual Presentation ◽  
Learning And Teaching ◽  
Math Teachers ◽  
Process Comparison ◽  
Open Questions ◽  
Curricular Materials ◽  
Instructional Routines

The current article focuses on efforts to understand how a basic learning process—comparison—can be harnessed to improve learning, especially mathematics learning in schools. To harness the power of comparison in instruction, we must investigate three core decisions: what, when, and how to compare. Comparing different strategies for solving the same problem or easily confusable problem types is particularly effective for supporting mathematics learning. Comparing examples early in the learning process can be challenging, but delaying comparison can reduce procedural flexibility. Indeed, comparison is resource demanding, so it is more impactful when carefully supported (e.g., side-by-side visual presentation, explanation prompts). To bridge from research to practice, we communicated research findings to teachers and policymakers and developed curricular materials, instructional routines, and professional-development materials to help math teachers leverage these learning processes. We conclude this review with key open questions.

scholarly journals ANALYSIS OF MATHEMATICS LEARNING AT SMA NEGERI 2 MASOHI

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Yosep Tetelepta ◽  
Tanwey Gerson Ratumanan ◽  
Christin M Laamena
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Assessment Process ◽  
Learning Ability ◽  
Learning Assessment ◽  
Plan Implementation ◽  
Math Teachers ◽  
Learning Plan ◽  
Assessment Format

This study aims to analyze the ability of math teachers in learning plan, implementation of learning, and assessment of the learning process in the implementation of the 2013 curriculum. The research was conducted at SMA Negeri 2 Masohi, involving 5 math teachers, namely the first teacher (G1), the second teacher (G2), the third teacher (G3), the fourth teacher (G4), and the fifth teacher (G5). The data was collected by using an assessment of (1) the lesson implementation plan was prepared by each teacher, (2) the learning process was carried out by the five mathematics teachers, and (3) teachers in the assessment process and the learning outcomes of the students. The instruments consist of 3 (three) assessment formats, namely: (1) RPP assessment format, (2) learning assessment format, and (3) learning result assessment format of learners using assessment scale 0 - 4. The results of the study are as follows: (1) The average RPP assessment of the five teachers is 74.40 and fall into the good category (B), (2) The average learning ability score of the five teachers is 80.00 in the good category (B), and (3) The average ability score of the five teachers in carrying out the assessment of the learners' learning outcomes is 80.71 and fall into the good category (B).

scholarly journals SENI PEMBELAJARAN MATEMATIKA SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 24-32
Author(s):  
Apri Wahyudi ◽  
Adelia Marzuki
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Math Teachers ◽  
Artistic Value ◽  
Learning Mathematics ◽  
Opportunities For Learning ◽  
And Mathematics

AbstractLearning mathematics is an artistic value. But it will be a lesson in the "specter" category for some studentswhen math teachers are able to apply fun learning strategies. Need concern for students and carefulness oftheir abilities with high detail. In the learning process and mathematics learning outcomes students are notonly determined by the school, the pattern of the structure and contents of the curriculum, but most aredetermined by the ability of teachers who teach and guide learning that is effective, fun and will be better ableto manage their classes so that student learning is at a level optimal. The teacher must have the courage tochange and perfect himself with the demands of a continuous era, besides that he must dare to examine theshortcomings in all aspects in carrying out their duties, able to provide opportunities for learning in childrenas broad as possible and willingness to perfect various aspects of education. Learning mathematics can be anart when the teacher starts a lesson by arousing student motivation, so students can concentrate at thebeginning of the meeting, and can receive the material delivered by a teacher well. Ending a lesson withspecial, so students always miss the next meeting.Keywords: Art, Mathematics, Elementary SchoolAbstrakPembelajaran matematika merupakan suatu nilai seni. Akan tetapi menjadi pelajaran dengan kategori“momok” bagi sebagian siswa saat guru matematika yang mampu menerapkan strategi pembelajaran yangmenyenangkan. Perlu kepedulian terhadap siswa dan kejelian terhadap kemampuannya dengan detail yangtinggi. Dalam proses belajar dan hasil belajar matematika siswa bukan saja ditentukan oleh sekolah, polastruktur dan isi kurikulumnya, akan tetapi sebagian besar ditentukan oleh kemampuan guru yang mengajardan membimbing belajar yang efektif, menyenangkan dan akan lebih mampu mengelola kelasnya sehinggabelajar para siswa berada pada tingkat optimal. Guru harus berani mengubah dan menyempurnakan dirinyadengan tuntutan zaman yang terus menerus, selain itu juga dia harus berani meneliti kekurangan-kekurangandi segala segi dalam menjalankan tugasnya, mampu memberi kesempatan belajar pada anak yang seluasluasnya dan kesediaan menyempurnakan berbagai aspek pendidikan. Pembelajaran matematika dapat menjadisebuah seni apabila guru memulai suatu pelajaran dengan membangkitkan motivasi siswa, sehingga siswadapat berkonsentrasi pada awal pertemuan, dan dapat menerima materi yang disampaikan seorang gurudengan baik. Mengakhiri suatu pelajaran dengan istimewa, agar siswa selalu merindukan pertemuanberikutnya.Kata Kunci: Seni, Matematika, SD

scholarly journals Analisis Kesulitan Guru Sekolah Dasar dalam Pembelajaran Matematika di SDN 012 Kp. Panjang Airtiris

2021 ◽  
Vol 4 (1) ◽  
pp. 1-6
Author(s):  
Adityawarman Hidayat ◽  
Zulhendri Zulhendri ◽  
Bunga Casandra
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Communication Process ◽  
Math Learning ◽  
Mathematical Learning ◽  
Math Teachers ◽  
Qualitative Descriptive ◽  
Math Class

The difficulty of elementary school math teachers in math learning is that teachers are difficult at planning the mathematical learnig process, teachers are difficult at carrying out the mathematical learning process and teachers are difficult at communicating with students during math study. The purpose of this study is to know the extent of the planning of mathematics learning teachers have done, the performance of mathematics learning by teachers as well as the communication process between teachers and the student in the math class. The type of research used is qualitative descriptive analysis of data and information obtained from research for later interpretation according to the fact that in planning the learning process, the most frequent difficulty is determining the learning media by as much as (25%) and then creating teaching methods (18,75%). The next challenge to the mathematical learning process, the most frequent difficulty is to motivate students to ask the question of a magnitude (44,44%). The last difficulty is in communicating with the students. The most frequent challenge is to stimulate a students interest in math lessons by ( 42,85%). Should a math teacher have special skills in order to increase the students interest in math and not impress the monotonous in the matter of speaking.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

Działanowo-zadaniowe nauczanie języków obcych w ujęciu neuropedagogicznym: Zaangażowanie uczących się a efektywność kształcenia

2021 ◽  
Author(s):  
Sławomira Kołsut
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Human Life ◽  
Knowledge Society ◽  
Well Being ◽  
Multiple Perspectives ◽  
Modern Approach ◽  
Learning And Teaching ◽  
Modern School ◽  
Constructivist Model

The action-task approach is a modern approach to language learning and teaching, offering more opportunities for active participation in the class and greater engagement in the learning process than traditional approaches, which include for example the communicative approach. The aim of this publication is to show the action-task approach from multiple perspectives: pedagogical, glottodidactic and neurobiological. In the pedagogical dimension, it refers to the issues of the new culture of learning and teaching and to the constructivist model of learning. In practice, this means that learners acquire knowledge and skills actively through their own actions. This method implies that classes are oriented towards shaping learners‘ independence and their gradual acquisition of autonomy. In the modern school, the learner acquires, apart from knowledge, which is no longer the priority of teaching, the competences needed for future work. In the modern knowledge society, these competences are becoming increasingly important, as they are more difficult to acquire than generally available knowledge. Therefore, during the modern learning process the student is provided with conditions for the development of social, methodological as well as personal competences, which play a very important role in achieving individual well-being. The action-task approach is not only a constructivist way of learning and teaching languages, but also a philosophy, referring to considerations of learning, teaching, perception of reality, communication and interaction with fellow learners, and formation of attitudes and values needed in human life.

scholarly journals KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN

2014 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Bambang Warsita
Keyword(s):  
Quality Improvement ◽  
Instructional Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Communication Theory ◽  
Communication Technologies ◽  
Communications Technology ◽  
Instructional Technologies ◽  
Learning And Teaching ◽  
Support Theory

Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting technology) which is a radio and television. The results of this study indicates that contribution or support theory and communication technology in the presence of various Instructional technologies as an alternative learning model in which innovative based communications technology to solve problems of learning and teaching. For instance, the use of books, films, radio broadcasts, television broadcasts, etc. in efforts to use communication technologies to support the quality improvement of learning process. AbstrakSetiap teknologi dibangun atas dasar suatu teori tertentu, teknologi pembelajaran dibangun atas dasar prinsip-prinsip yang ditarik dari teori komunikasi dan hasil hasil penelitian dalam pemanfaatan teknologi komunikasi. Kajian ini bertujuan untuk memperoleh gambaran tentang kontribusi teori dan teknologi komunikasi dalam teknologi pembelajaran. Teknologi pembelajan dibangun berdasarkan pada prinsip-prinsip yang ditarik dari berbagai teori, salah satunya adalah teori komunikasi. Teknologi pembelajaran memanfaatkan media komunikasi yang berbasis teknologi komunikasi (teknologi broadcasting) yaitu radio dan televisi. Hasil kajian ini menunjukkan bahwa kontribusi atau dukungan teori dan teknologi komunikasi dalam teknologi pembelajan yaitu adanya berbagai model pembelajaran alternatif yang inovatif berbasis teknologi komunikasi untuk memecahkan masalah belajar dan pembelajaran. Misalnya penggunaan buku, film, siaran radio, siaran TV, dan lain-lain dalam upaya pemanfaatan teknologi komunikasi untuk menunjang peningkatan kualitas proses pembelajaran.

scholarly journals ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA MATERI GARIS DAN SUDUT

2020 ◽  
Vol 8 (3) ◽  
pp. 147-152
Author(s):  
SARAH SRI RAHAYU
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Contextual Learning ◽  
Time Constraints ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Plan ◽  
Descriptive Method

This study aims to find out an overview of how the mathematics learning process on lines and angles in class VII SMP YPK 2 Manokwari, the level of teacher readiness, and to obtain an overview of the implementation of student-centered learning through the contextual learning model that takes place at SMP YPK 2. Manokwari on lines and angles. The method used in this research is descriptive method with a qualitative approach. The results showed that (1) The learning process of mathematics at SMP YPK 2, especially in the material of lines and angles, has gone well in accordance with the learning plan that has been made and in accordance with the learning steps, namely introduction, core activities, closing, and evaluation (2 ) The readiness of the teacher in preparing for learning is good (3) The implementation of learning that is centered on students through the contextual learning model has not been fully carried out due to time constraints and differences in the abilities of each student which are not the same as the lack of existing facilities and infrastructure

scholarly journals Peningkatan Hasil Belajar Matematika Tentang Operasi Hitung Bilangan Bulat Menggunakan Pita Bilangan

2019 ◽  
Vol 4 (2) ◽  
pp. 43-49
Author(s):  
Tukino Tukino
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Male Students ◽  
Initial Condition ◽  
Class V ◽  
First Semester ◽  
Learning Improvement ◽  
Minimum Criteria ◽  
Student Observation ◽  
Academic Year

This research aims to obtain information about the use of props model of bands of numbers in improving mathematics learning outcomes about the operation of arithmetic numbers in class V students I SD Negeri 4 Giriwoyo academic year 2017/2018.This research was conducted at SD Negeri 4 Giriwoyo UPT Education District Giriwoyo Wonogiri Regency, September to October 2017. The research method used is classroom action research with two learning improvement cycles. The object of this research is the students of grade V of SD Negeri 4 Giriwoyo, amounting to 14 students with details of 9 male students and five female students. Instruments for collecting data are student observation sheets in the learning process, teacher observation sheets in the learning process, and test of learning outcomes.The result of the research shows that there is an increase in learning result from initial condition 60,35 to 77,50 in cycle II (final condition). In addition, the number of students who reached the minimum criteria of completeness was increased from 3 students at the initial condition of 12 students on the final conditions. From the results of the above research can be stated that the use of model props can improve the results of mathematics learning about integer counting operations in Grade V students of first semester SD Negeri 4 Giriwoyo.Keywords: Operation Count, Number Band

scholarly journals Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 724-732
Author(s):  
Irma Dian Pratama ◽  
Dewi Yuliana Fitri ◽  
Lita Lovia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Environmental Indicators ◽  
Learning Difficulty ◽  
Internal Factors ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Learning Mathematics

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

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