scholarly journals ANALISIS PENDAHULUAN PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS DISCOVERY LEARNING PADA MATERI PECAHAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS V SD

2018 ◽  
Vol 2 (2) ◽  
pp. 78
Author(s):  
Sherlyane Hendri ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Discovery Learning ◽  
Development Research ◽  
Mathematics Lesson ◽  
Class V ◽  
New Learning ◽  
Mathematical Problems ◽  
Preliminary Research ◽  
D Model

Students’ problem solving ability at any school is still in low category. That is due to student weakness to understand any mathematical problems that linked to the real life around them. One of any cause of this problem is  mathematics lesson equipments development and its utilization by teacher are not optimal yet. To solve this problem, mathematics teachers should develop mathematics lesson equipments based on discovery learning for class V student at Elementary school that sutisfied validity, practicality, and efectiveness criteria. This is a development research with 4D models consisting of Define, Design, Develop, and Disseminate. In preliminary research for Define stage, researcher takes analysis of needs, analysis of curiculum, and analysis of mathematic concepts. Techniques of data collection through interview with teacher mathematics, questionnaire learners, curriculum analysis. Based on the analysis found that the needs of learners in the form of new learning model in addition to conventional learning are better able to increase problem solving ability of able to improve students' problem solving abilities to achieve desired goals and then designed a mathematics teaching material based on discovery learning.Keywords : Problem solving ability, Discovery Learning, 4-D model

Links to Literature: Using Representations to Explore Perimeter and Area

2001 ◽  
Vol 8 (1) ◽  
pp. 52-59
Author(s):  
Patricia S. Moyer
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Real Life ◽  
Problem Situation ◽  
Correct Operation ◽  
Problem Situations ◽  
Mathematical Problems ◽  
Mathematical Word Problems ◽  
Computational Processes

In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

scholarly journals Pengembangan penilaian proyek pembelajaran IPA berbasis discovery learning untuk mengukur keterampilan pemecahan masalah

2017 ◽  
Vol 3 (1) ◽  
pp. 101 ◽  
Author(s):  
Vidya Putri Sukmasari ◽  
Dadan Rosana
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Model Development ◽  
Discovery Learning ◽  
Assessment Model ◽  
Assessment Instruments ◽  
Problem Solving Skills ◽  
Project Assessment ◽  
Class Viii ◽  
D Model

Penelitian ini bertujuan untuk mengembangkan instrumen penilaian proyek berbasis model discovery learning yang layak digunakan dan sebagai salah satu inovasi pengembangan penilaian proyek secara lebih oprasional. Penelitian ini merupakan penelitian pengembangan dengan mengintegrasikan model 4-D dengan model pengembangan instrumen non tes. Subjek uji coba yaitu peserta didik Kelas VIII SMP Muhammadiyah 3 Depok, Kabupaten Sleman. Data dalam penelitian ini diperoleh melalui: (1) penilaian berdasarkan masukan para ahli, untuk menentukan validitas isi instrumen; (2) hasil uji coba terbatas untuk menentukan reliabilitas instrumen, instrumen pengumpulan data berupa lembar observasi penilaian proyek untuk mengukur keterampilan pemecahan masalah. Instrumen penilaian proyek berbasis model discovery learning yang dikembangkan dinyatakan valid dan reliabel sehingga layak digunakan serta terbukti dapat digunakan untuk mengukur keterampilan pemecahan masalah peserta didik.Kata Kunci: penilaian proyek, keterampilan pemecahan masalah, discovery learning, pembelajaran IPA Developing Discovery-Learning Based Natural Sciences Learning Project Assessment to Assess Problem Solving Skill  AbstractThis research aims to develop project-based assessment instruments model discovery learning a proper use. This research is research development by integrating 4-D model with the model development of noninstrument test. The subject of the test i.e. learners Class VIII Junior High School of Muhammadiyah 3 Depok Sleman Regency. The data in this study were obtained through (1) assessment based on the input of experts, to determine the validity of the content of the instrument; (2) the limited Test Results to determine the reliability of the instrument, the instrument of data collection in the form of sheets of observation project assessment to measure problem-solving skills. The instruments of project-based assessment model of discovery learning developed declared valid and reliability so that the feasibility as well as proven can be used to measure student’s problem-solving skills.Keywords: project assessment, problem-solving skills, discovery learning, learning science

scholarly journals Development of Integrated Thematic Student Worksheets (LKPD) Using the Discovery Learning Model in Class IV Elementary Schools

2021 ◽  
Vol 1 (1) ◽  
pp. 7-15
Author(s):  
Silfi Melindawati
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Research And Development ◽  
Learning Model ◽  
Discovery Learning ◽  
Development Research ◽  
Design Development ◽  
Design Expert ◽  
D Model ◽  
Class Iv

This research is motivated because of the problems found in schools, namely, the LKPD used in schools is generally less attractive, both in terms of the space for filling in the less extensive answers, the color of the LKPD which does not have an attractive color, the structure is incomplete and the supporting images for the LKPD are inadequate. This research is a development research, namely Research and Development (R&D) which consists of four stages, namely: define, design, development, disseminate. in this development research using the 4-D model proposed by Thiagarajan (in Ratumanan, 2019: 61). The results showed that the development of discovery learning-based LKPD collected through a validation questionnaire was used to measure the feasibility of student worksheets (LKPD). The results showed that the discovery learning-based student worksheets developed were feasible and valid for learning. This is evident from the results of obtaining questionnaires by expert experts and educators who state that the development product is feasible based on the results of the linguist expert's validity test (92.5%) is categorized as very valid, aspects of rpp Validator 1 (92.5%) are categorized as very valid, Validator 2 (95.00%) which is categorized as very valid, expert design expert (98.07%) is categorized as very valid. This proves that the Integrated Thematic Student Worksheet Development (LKPD) with the Discovery Learning Model in Class IV of Elementary School is stated very valid.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS VIII SMP

2018 ◽  
Vol 6 (2) ◽  
pp. 267-272
Author(s):  
Rahmiati Rahmiati ◽  
Edwin Musdi ◽  
Ahmad Fauzi
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Discovery Learning ◽  
Second Phase ◽  
Learning Tools ◽  
Problem Solving Skills ◽  
Device Discovery ◽  
Flat Side ◽  
Learning Mathematics ◽  
Preliminary Research

AbstrakSalah satu tujuan pembelajaran matematika yang harus dikuasai siswa adalah kemampuan pemecahan masalah. Namun kenyataannya dilapangan siswa masih kesulitan dalam menyelesaikan masalah matematika, khususnya pada materi bangun ruang sisi datar. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika berbasis discovery learning yang valid, praktis dan efektif dalam meningkatkan kemampuan pemecahan masalah. Model pengembangan yang digunakan adalah model Plomp. Model ini dilakukan dalam 3 tahap. Pada tahap pertama adalah fase investigasi awal (preliminary research) dilakukan analisis kebutuhan, analisis kurikulum, analisis siswa dan analisis konsep. Pada tahap kedua adalah fase pengembangan atau pembuatan prototipe (development or prototyping phase) yang didesain sesuai dengan model discovery learning dilakukan evaluasi sendiri, validasi pakar/ahli, evaluasi satu-satu, evaluasi kelompok kecil. Pada tahap ketiga adalah fase penilaian (assessment phase) bertujuan untuk melihat keefektivan perangkat pembelajaran dengan melakukan uji lapangan kelompok besar di kelas VIII MTsN 1 Bukittinggi. Agar menghasilkan perangkat pembelajaran matematika berbasis discovery learning yang valid, praktis, dan efektif.Kata Kunci: Perangkat Pembelajaran, Discovery Learning, Model Plomp.AbstractOne of the goals of learning mathematics that must be mastered by students is the ability problem-solving. But the reality in the field of students is still difficult in solving math problems, especially on the matter of building a flat side room. This study aims to develop a learning device based on discovery learning mathematics that is valid, practical and effective in improving problem-solving skills. The development model used is the Plomp model. This model is done in 3 stages. In the first phase is the preliminary research phase of needs analysis, curriculum analysis, student analysis and concept analysis. In the second phase is the development or prototyping phase which is designed according to the discovery learning model by self-evaluation, expert / expert validation, one-to-one evaluation, small group evaluation. In the third stage is the assessment phase aims to see the effectiveness of learning tools by conducting large group field test in grade VIII MTsN 1 Bukittinggi. In order to produce a valid, practical, and effective learning tool based on discovery learning mathematics.Keyword: Learning Device, Discovery Learning, Model Plomp.

PENGEMBANGAN LKS DENGAN PENDEKATAN MULTIKULTURAL PADA PEMBELAJARAN SENI BUDAYA DAN KETERAMPILAN DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
pp. 181
Author(s):  
Zariul Antosa ◽  
Muhammad Fendrik ◽  
Roza Helfianti
Keyword(s):  
Elementary School ◽  
Cultural Diversity ◽  
Cultural Values ◽  
Student Response ◽  
Average Score ◽  
Development Research ◽  
Teacher Response ◽  
Class V ◽  
D Model

This research is a development research, conducted to develop Student Worksheet (LKS) with multiculturalbased. LKS is designed by integrating various forms of cultural diversity of students into subjects of CulturalArts and Skills. This study aims to introduce and grow regional cultural values to elementary school students.This LKS was developed using 4-D model consisting of four stages namely define, design, develop, anddisseminate. The instruments used in the study consisted of validation questionnaires, pretest posttest andstudent response questionnaires. LKS that has been designed validated by 3 people namely learning materialexperts, media experts, linguists, and teachers of class V. After the design of LKS validated and then tested onthe students of Class V SDN 11 Rice. The result of the research shows that LKS based on multicultural that hasbeen designed is declared very feasible by the validator with score percentage 86,74. In the limited trial stage, apretest average score of 46.54 and posttest of 65.35 was obtained. For N-Gain results in pretest and posttest is0.33, with medium category. Student response to LKS based multicultural is in very good category with scorepercentage 92,16. In dissemination stage (product disseminate) on Class VI obtained response equal to 85,32with very good category. For teacher response obtained an average of 90.1 with very decent category.

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

2019 ◽  
Vol 8 (1) ◽  
pp. 48-60
Author(s):  
Stanislav Lukáč ◽  
Tadeáš Gavala
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Drug Efficacy ◽  
Interactive Learning Environment ◽  
Random Events ◽  
Automatic Feedback ◽  
Mathematical Problems ◽  
Probability Concept ◽  
Problem Solving Strategies ◽  
Stochastic Phenomena

Abstract The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an interactive worksheet, prepared in spreadsheet environment, in which students are guided to use the visualization to solve probability problems. The implementation of an automatic feedback enables to evaluate the students’ answers. In the case of incorrect answer, solutions of the additional tasks using tree diagram or a tangram are recommended to the students. Students can decide which type of the visualization is more understandable for them to solve the probability of random events. Solving different task sequences using the selected types of visualization allows more learning paths for students. The final part of the paper contains an evaluation of the results and experiences of problem solving in the teaching of probability at grammar schools.

Penerapan Pembelajaran Matematika Realistik untuk Meningkatkan Kemampuan Pemecahan Masalah Matematik Siswa Di MIN 2 Padangsidimpuan

2020 ◽  
Vol 8 (01) ◽  
pp. 41-54
Author(s):  
Lili Nur Indah Sari
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Data ◽  
Mathematical Problem Solving ◽  
Average Increase ◽  
Initial Test ◽  
Class V ◽  
Realistic Mathematics ◽  
Mathematical Problems

This study aims to improve the ability to solve mathematical problems with the application of realistic mathematics learning. From the students' initial abilities, it can be seen that students in class V MIN 2 Padang sidimpuan still have a fairly low average grade. The study used classroom action research as much as 2 cycles. The subjects of this study were students of class V MIN 2 Padangsidimpuan which were primary data. The research instrument in this study was a test of students' mathematical problem solving abilities and observation sheets. Based on the results of data analysis, it can be concluded that the average increase in students' mathematical problem solving ability from the initial test is 19.833 (19.833%) categorized as very poor to 51.083 (51.083%) which is not good enough in the first cycle and becomes 83.083 (83.083%) in the good category in the cycle II.

scholarly journals MEMINIMALKAN KESALAHAN KONSEP PECAHAN MELALUI PEMBELAJARAN PENEMUAN TERBIMBING DENGAN GESTURE PRODUKTIF PADA SISWA SMP

2015 ◽  
Vol 1 (2) ◽  
pp. 106
Author(s):  
Anton Prayitno ◽  
Dewi Tri Wulandari
Keyword(s):  
Problem Solving ◽  
Object Manipulation ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Time Of Surgery ◽  
Mathematical Problems ◽  
Math Class ◽  
The Way

Not easy to bring the students are able to understand the concept and meaning of fractions so we need a change in the way teaching is done by teachers because of possible knowledge is still limited so that the teacher always used the same way of time. In anticipation of this problem it is necessary to look for a formula appropriate learning so as to improve the ability to solve mathematical problems, especially in fractions. Teachers should continue to develop and implement a variety of ways variance so that students interested and excited in participating in math class one through guided discovery methods. From the above data shows that mistakes students in concepts and problem solving 13%, this means that the mistakes made by the students at the time of surgery to learn fractions and solving problems can be minimized by guided discovery learning. Guided discovery learning, which is examined in this study is to present the information by observing the shape of object manipulation, making conjectures, explain, and evaluate

scholarly journals THE IMPORTANCE OF INTERACTIVE LEARNING MEDIA IN A NEW CIVILIZATION ERA

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
K. Kustyarini ◽  
Sri Utami ◽  
Endang Koesmijati
Keyword(s):  
Interactive Multimedia ◽  
Real Life ◽  
Response Assessment ◽  
Presentation Mode ◽  
Development Research ◽  
The People ◽  
New Learning ◽  
Initial Control ◽  
Education Today ◽  
The Right

The Covid-19 pandemic has left the people down to earth. Such conditions are not immediately forgotten and are avoided from the construction of thoughts in the world of education today. Learning from/at Home (BDR) is the latest solution to keep the spread of COVID-19 from becoming more widespread and avoiding the disease. In the era of a new civilization in our world of education, it is very necessary to package a new learning model. Meanwhile, learning Indonesian in the 2013 curriculum uses a text-based approach. This text-based learning trains individuals to solve the problems they face and think critically according to what is in real life. The development model used in this study is the APPED Model. This model can be used as a reference in R&D (Research and Development) research. The main objective of this research is the importance of the process of developing interactive multimedia models for learning media in new civilizations. The discussion of this research is the steps and process of using interactive multimedia with the right use as a massage medium that will stimulate thinking, thereby encouraging the process of student learning to be more concrete. The stages of implementing interactive multimedia in learning are Introduction (Program Introduction) including Title Page, Learning Prompt or guide, Presentation Objectivity, Instructions, Knowledge Priority Stimulation (apperception in the form of knowledge stimulation), Initial Control; Presentation of Information includes presentation mode or presentation mode, length of presentation text, graphics and animation, color and usage; Question of Response (Question and responses) and Judging of Response (Assessment of responses). So interactive multimedia learning is important to be applied to the new civilization era by utilizing technology. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0671/a.php" alt="Hit counter" /></p>

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