scholarly journals The Use of Learning Community Incorporating with Lesson Study in Teaching and Learning Mathematics through TPACK and SAMR Model: The Effects on Students’ Mathematics Achievement

2021 ◽  
Vol 58 (1) ◽  
pp. 1708-1711
Author(s):  
Lilla Adulyasas
Keyword(s):  
Technology Integration ◽  
Learning Community ◽  
Secondary Students ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Learning Retention ◽  
Level Of Satisfaction ◽  
Quasi Experimental ◽  
Levels Of Technology Integration ◽  
Samr Model

The challenge of 21st century education in technological era is to develop effective tools for teaching and learning. This research aimed to (i) use learning community incorporating with lesson study for developing patterns in integrated teaching of mathematics with the use of technology based on TPACK and SAMR Model and determine pre-service teachers’ levels of technology integration in their teaching, (ii) examine the effects of the integrated teaching on students’ achievement, (iii) determine students’ learning retention, and (iv) measure students’ level of satisfaction towards learning. Participants included four pre-service teachers in mathematics education program, Yala Rajabhat University, Thailand who had teaching practicum in 2018 academic year. Samples are 117 secondary students of four intact classes at Satree Yala School whom were selected by purposive sampling based on teaching responsibilities of the four pre-service teachers. The researcher employed quasi-experimental research design for conducting this study. Content analysis was used to examine levels of technology integration among the pre-service teachers while pair sample t-test was used to determine students’ achievement and their learning retention. Moreover, descriptive statistics were used to find their level of satisfaction towards learning. Finding revealed that the pre-service teachers utilized technology in their teaching based on the concept of TPACK with a level four of technology integration in SAMR Model which is the highest level. Moreover, the students’ posttest mean scores were significantly greater than pretest at the significant level of 0.05 in all target contents, the students had learning retention, and showed their satisfaction towards learning.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

scholarly journals High-order thinking skill in contextual teaching and learning of mathematics based on lesson study for learning community

2018 ◽  
Vol 7 (3) ◽  
pp. 1576 ◽  
Author(s):  
Hobri . ◽  
Ice Septiawati ◽  
Antonius Cahya Prihandoko
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Teaching And Learning ◽  
High Order ◽  
Control Group ◽  
Learning Material ◽  
Thinking Skill ◽  
High Order Thinking Skill ◽  
Contextual Teaching ◽  
High Order Thinking

This research aimed to develop Mathematics instructional instruments by using Contextual Teaching and Learning (CTL) Based on Lesson Study for Learning Community (LSLC) on “Sequence and Series” Learning Material for the tenth grade students of vocational school as well as to know its effect on the students’ high-order thinking skill. The method used is mixed methods with concurrent triangulation strategy model namely research and development method with Thiagarajan model combined with quantitative method using non equivalent control group design quasi experimental pretest-posttest. The research subjects were the students of SMKN 1 Panji of Situbondo regency, from which two classes were chosen as research sample, class X Accounting 2 as the control class and class X Accounting 3 as the ex-perimental class. High-order thinking skill is measured by using essay test. Assumption test of normality and homogeneity of variance was tested before analyzing the data. The result of the first test showed that the data were not normally distributed. Therefore, the data were ana-lyzed by using Mann-Whitney analysis. The research results showed that: (1) the instructional instruments resulted is valid, the implementa-tion of the instructional instruments is in practical and effective; (2) the significance value (2-tailed) is 0.000 (p < 0.05), which indicated that the application of learning by using CTL Based on LSLC had a significant effect on the students’ high-order thinking skill.  

scholarly journals Technology Integration to teaching mathematics in Higher Education during Coronavirus Pandemic using SAMR Model

2021 ◽  
Vol 2123 (1) ◽  
pp. 012043
Author(s):  
Tommy Tanu Wijaya ◽  
L M Rizki ◽  
W Yunita ◽  
Umi Salamah ◽  
J Pereira ◽  
...  
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Impact ◽  
Research Data ◽  
Learning Activities ◽  
Teaching Mathematics ◽  
Integrated Technology ◽  
Integrate Technology ◽  
Samr Model

Abstract Technology integration is one of the abilities teachers need to support teaching and learning activities and direct students to deep learning. Choosing a learning media based on technology is more difficult in statistics lesson. This study aimed to analysis the ability of teachers in integrating technology during the coronavirus pandemic using the SAMR model. This research used a qualitative method, this research data was in the form of information on what technology was used and how the teacher integrated technology during the coronavirus pandemic. Data was collected by means of observation and interviewing 2 Guangxi Normal University students who took this course. The results showed that the ability of teachers to integrate technology in statistics lesson during coronavirus pandemic was at every SAMR level. This study proves that the coronavirus pandemic has a positive impact on teachers’ ability to integrate technology.

scholarly journals Effect of Audio-Visual Aided Instruction on Junior Secondary School Students’ Interest and Achievement in Fraction in Nasarawa State, Nigeria

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
G. M. Pindar ◽  
P. A. Agu
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Research Work ◽  
Sampling Technique ◽  
Study Data ◽  
Control Group ◽  
School Students ◽  
Government Schools ◽  
Junior Secondary ◽  
Quasi Experimental

The study examined the Effect of Audio-Visual Aided Instruction on Junior Secondary Students’ Interest and Achievement in Fraction in Nasarawa State. The study is a quasi-experimental research in which pretest-posttest was used. Purposive sampling technique was employed to select the schools that were used for this research work. It was purposive in the sense that only schools having functional ICT units that were used for the study. The population was made up of 918 JS1 (504 males and 414 females). Two intact classes drawn from two government schools were selected for this research work. One class was used as experimental group while the other as control group. A validated 40 items Fraction Achievement Test (FAT) and 20 items Fraction Interest Scale (FIS) were constructed by the researchers as instruments for the study. Data were collected and analyzed to answer the research questions using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using ANCOVA. It was found that students taught fraction using audio-visual aided instruction achieved higher than their counterparts who were taught using conventional method. Students expressed higher interest in fraction when taught using audio-visual aided instruction. The study therefore recommends that mathematics teachers should be encouraged to adopt the use of audio-visual aided instruction in teaching and learning of fractions in mathematics to improve students’ interest and achievement in the subject.

scholarly journals The Challenges Faced by the Model Teachers in Implementing Lesson Study

2019 ◽  
Vol 6 (1) ◽  
pp. 40-44
Author(s):  
Sri Damayanti
Keyword(s):  
Learning Community ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Classroom Activities ◽  
Self Development ◽  
Teachers And Students ◽  
Open Class ◽  
Plan Phase

Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.

What future for digital homework: Literature review

2021 ◽  
pp. 51-59
Author(s):  
E. A. Efimova
Keyword(s):  
Autonomy Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Findings ◽  
Homework Quality ◽  
Levels Of Technology Integration ◽  
Learning Data ◽  
Samr Model

Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

Komparasi Pembelajaran IPA Terpadu Tipe Connected dan Webbed melalui LSLC terhadap Hasil Belajar Kognitif Siswa di SMP Negeri 11 Semarang

2018 ◽  
Vol 5 (2) ◽  
pp. 91
Author(s):  
Ayu Fitriani ◽  
Eko Retno Mulyaningrum ◽  
Rivanna Cittraning Rachmawati
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design

<p><em>P</em><em>enelitian ini bertujuan untuk mengetahui </em><em>komparasi</em><em> pembelajarn IPA terpadu tipe connected </em><em> dan tipe webbed </em><em>terhadap hasil belajar kognitif siswa</em><em> pada materi sistem pernapasan di SMP Negeri 11 Semarang</em><em>. </em><em>Penelitian ini menggunakan desain quasi eksperimen non-equivalent pretest-posttest control group design. Pengambilan sampel menggunakan purposive sampling dan menghasilkan kelas VIII F sebagai kelas eksperimen 1 (connected) dan VIII G sebagai kelas eksperimen 2 (webbed). Instrumen yang digunakan dalam bentuk tes pilihan ganda, lembar observasi terbuka dan lembar wawancara. Penelitian dilakukan karena banyak guru yang tidak mengetahui tentang  pembelajaran IPA terpadu, hasil belajar kognitif siswa masih rendah dan untuk mengukur profesionalisme guru melalui lessnon study for learning community terhadap hasil belajar kognitif siswa. Berdasarkan hasil pengolahan data diperoleh rata-rata skor pretest pada kelas eksperimen 1 adalah 56,12 dan kelas eksperimen 2 skor rata-ratanya adalah 55,07. Sedangkan rata-rata skor posttest pada kelas eksperimen 1 adalah 74,2 dengan kriteria baik dan pada kelas eksperimen 2 adalah 80,1 dengan kriteria sangat baik. Analisis data tes dilakukan dengan teknik statistik uji-t dua pihak untuk menguji perbedaan rata-rata skor hasil belajar kognitif siswa dengan taraf signifikan α=0,05. Diperoleh nilai hasil t<sub>hitung</sub> = 0,4204 dan t<sub>tabel</sub> = 2,0243 yang berarti hipotesis diterima. Nilai rata-rata posttest hasil belajar kognitif kelas eksperimen 2 lebih tinggi dari kelas eksperimen 1 sehingga disimpulkan bahwa ada perbedaan pembalajaran IPA terpadu tipe connected dan webbed melalui LSLC terhadap hasil belajar kognitif siswa pada materi sistem pernapasan di SMP Negeri 11 Semarang dan IPA terpadu. </em>Komparasi hasil belajar kognitif siswa pada materi sistem pernapasan manusia yang memiliki presentase dengan kriteria sangat baik adalah pembelajaran IPA terpadu tipe <em>webbed</em> dan pembelajaran IPA terpadu tipe <em>connected</em> memiliki presentase dengan kriteria baik melalui <em>Lesson Study for Learning Community</em> sehingga pembelajaran IPA terpadu yang efektif untuk digunakan pada materi sistem pernapasan manusia melalui <em>lesson study for learning community</em> di SMP N 11 Semarang adalah tipe <em>webbed</em>.</p>

Developing the Character of Learning Community: Islamic Education in Nusantara Perspective

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Action Research ◽  
Research And Development ◽  
Learning Community ◽  
Lesson Study ◽  
Scientific Publication ◽  
Islamic Education ◽  
Development Model ◽  
Publication Planning ◽  
Community Learning ◽  
Classroom Action Research

This research aims to promote the development of the character of learning community at Madrasah Tsanawiyah of Bantul Regency Yogyakarta, and two problems posed to be addressed: why the character of community learning pattern does not realize as it has been expected, and how does the development of the character of learning community at MTs of Bantul look like? The research uses the Research and Development model that is consisted of four stages: exploration, development, tests, and dissemination. The data were collected by means of observatiosn, interviews, questionaire, and review of documentation. The results show: (1) the character of learning community at the MTs in Bantul Regency has not been fully established because the teachers were not active in preparing their lesson study, and they did not benefit from it. Also, they were too busy in fulfilling their obligations as teachers; (2) the development of the character of learning community at MTs in Bantul could be implemented through Classroom Action Research-based lesson study plans which are consisted of five stages: consolidation of lesson study concepts, explanation of Classroom Action Research as a form of scientific publication, planning, implementation of action, and reflection.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

Sign in / Sign up

Export Citation Format

Share Document