scholarly journals Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students

2018 ◽  
Vol 3 (2) ◽  
pp. 61-68
Author(s):  
Nor Syamimi Samsudin ◽  
◽  
Ismail Samsuddin ◽  
Ahmad Faisol Yusof ◽  
Mohd Zikri Mohd Zaki ◽  
...  
Keyword(s):  
Structural Study ◽  
Creative Thinking ◽  
Teaching Method ◽  
Mathematical Thinking ◽  
Teaching Experiment ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Conventional Teaching ◽  
Post Test ◽  
Retention Of Knowledge

The purpose of this research is to measure the effectiveness of constructivist learning approach in structural study specifically for architecture students. Theoretically, improving student’s performance in mathematics is challenging for today education. In architectural education, structural study is part of the non- design courses in the syllabus under the area of technology and environment and it involve in mathematical calculations. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students need a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principleproblem. Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as the method of the study and teaching experiment was conducted. In the experimental structural design, 26 groups of architecture students were tested based on two situations; pre-test (original) and post-test (change), and tests are conducted according to the stages and times set for each topic. The experiment was designed based on the Constructivist learning approach as foundation of the experiment to study the mathematical creativity of the students. The findings show that there are positive impacts on creativity in the subject of structural study which beneficially affects their understanding and application abilities. Further research needs to done to ensure this beneficial outcome can be greatly support students’ long-term retention of knowledge and skills. Keywords: Constructivist learning approach, Creativity in mathematical thinking, and Experimental study for architecture students

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals PENERAPAN PENDEKATAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK

2019 ◽  
Vol 2 (4) ◽  
pp. 213
Author(s):  
Astri Elpiani ◽  
Asep Bagas
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Approach ◽  
Thinking Ability ◽  
Trial Test ◽  
Quasi Experimental ◽  
Class Viii

This study aims to determine the ability of mathematical creative thinking students who learn using the Problem Based Learning approach. The population in this study were students of SMP 1 Jatisari class VIII A in Sukamaju Village which consisted of 18 students and 12 female students. This study was a quasi-experimental study using the results of a trial test pretest-posttest experimental control group. The instrument used in this study is a test to measure mathematical creative thinking skills in the form of 5 questions. Then the score data of students' mathematical creative thinking ability were analyzed statistically by using a difference test of two average values from the results of the pretest-posttest. The results showed that students' creative mathematical thinking ability using the Problem Based Learning approach was different from the results of the pretest-posttest. Besides that students also showed positive perceptions of problem-based learning and there were good results on mathematical creative thinking skills.

scholarly journals Effects of Cooperative E-Learning Approach on Students Attitude Towards Chemistry in Koibatek Sub-County, Kenya

2018 ◽  
Vol 5 (3) ◽  
pp. 111-114
Author(s):  
Chebii Roselyn ◽  
Samuel W. Wachanga ◽  
Zepheniah O. Anditi
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Learning Approach ◽  
Control Groups ◽  
Control Group Design ◽  
Course Content ◽  
Conventional Teaching ◽  
Equivalent Control ◽  
E Learning ◽  
And Control

The study investigated the effectiveness of Co-operative E-learning approach (CELA) on students’ attitude towards Chemistry. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. The study was carried out in Koibatek sub-county, Kenya where there has been a persistent low achievement in the subject. 489 form three students from twelve county schools, purposively selected from the sub-county were taught the same course content on the mole for a period of five weeks. The experiment groups received their instructions through the use of CELA approach and control groups using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of CELA before treatment. Student Attitude Questionnaire (SAQ) was used for data collection. The results of the study indicated that students in experimental groups outperformed those in the control groups. Also, there were no statistically significant differences in the mean score in SAQ between boys and girls exposed to CELA. Girls and boys performed equally well in altitudes towards Chemistry. Chemistry teachers should be encouraged to incorporate CELA method.

scholarly journals The Use of the Bits and Pieces Game on Students’ Achievement on Writing Report Text

2021 ◽  
Vol 13 (1) ◽  
pp. 301-306
Author(s):  
Ramanda Rizky ◽  
Yetty Zainil
Keyword(s):  
Experimental Research ◽  
Teaching Method ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Writing Scores ◽  
Report Text

This experimental research intended to examine the effects of the Bits and Pieces game on students’ achievement in the writing report text. Sixty-eight students in the tenth grade participated in an experimental class taught through the Bits and pieces game. The participants in the control class taught through the Conventional teaching method. After the treatment was done, the students in both grades were tested. As the results, the mean average showed that there was an increase in writing scores. Additionally, the score in the experimental class showed that the Bits and Pieces game was adequate to be taught. Nevertheless, the score in the control class showed that the Conventional teaching method was not effective to be taught because there was no significant difference between the score in the pre-test and post-test. Furthermore, learning through the Bits and Pieces game encourages students’ broader skills of cooperation and negotiation.

scholarly journals Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates

2020 ◽  
Vol 5 (2) ◽  
pp. 275-285
Author(s):  
Amrina Rosyada ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Learning Process ◽  
English Education ◽  
Teaching Method ◽  
Basic Structure ◽  
Average Score ◽  
Mixed Method Research ◽  
Teaching English ◽  
Parallel Design ◽  
Conventional Teaching ◽  
Post Test

This research aimed at evaluating the use of the Picture Word Inductive Model (PWIM) and Grammar Translation Method (GTM) in teaching English Basic Structure for EFL undergraduates. Eighty-four students were randomly chosen as a sample from over 400 EFL undergraduates students in the second semester of the English Education Program. Furthermore, the samples were grouped into two classes, 43 students in the PWIM group and 41 students in the GTM group. The research employed the mixed-method research of convergent parallel design. The efficacy of the PWIM and GTM was investigated in terms of learners' ability to develop structured sentences. The PWIM, as a new experience in teaching Basic Structure, was administered in two cycles. On the other hand, the GTM as the conventional teaching method was implemented within six sessions. In PWIM, two poster pictures were modeled as the instruments. At the end of the treatment, a post-test of structured sentences was assigned in both groups. The test consisted of 25 error analysis questions. As the results, in PWIM class, the highest score was 98, the lowest score was 66, and the average score was 78.1. Meanwhile, in the GTM class, the highest score was 96, the lowest score was 42, and the average score was 64.6. Moreover, the research indicated that most students were enthusiastic in the learning process and experienced different exciting learning process through PWIM. It can be said that applying PWIM as the new teaching method in teaching English Basic Structure is needed to enrich and broaden students' learning outcomes.

The Construction and Practice of Teaching Method for Mechanical Principles Integration Course Based on CDIO

2012 ◽  
Vol 591-593 ◽  
pp. 2171-2174
Author(s):  
Qian Qian Lu ◽  
Yang Fang Wu ◽  
Shu Li Sun
Keyword(s):  
Mechanical Engineer ◽  
Engineering Education ◽  
Creative Thinking ◽  
Course Design ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Passive Learning ◽  
Solid Foundation

In this paper, a teaching method reform is introduced based on the CDIO international concept of engineering education, to build the integrated teaching model of the mechanical principles that combines theory teaching, experiment and course design. During the reform, a schedule is made to arrange these three parts according to their contents, and joined all the content together so as to let students’ do related practices while learning new theories. This reform is aim at leading students change from passive learning into voluntary study, cultivating students' creative thinking so as to train students the abilities of conceive, design, implementation and operation. The results turned out that this method can free students from traditional teaching model and make a solid foundation for training a qualified mechanical engineer.

scholarly journals The effects of using whiteboard animation toward Indonesian students’ vocabulary and grammar mastery

2021 ◽  
Vol 17 (2) ◽  
pp. 783-793
Author(s):  
Syafrizal Syafrizal ◽  
Muhajir Muhajir ◽  
John Pahamzah ◽  
Fajar Furqon
Keyword(s):  
Junior High School ◽  
Test Score ◽  
Teaching Method ◽  
Control Group ◽  
Positive Effects ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Experimental Group

English has been a particular subject at schools. Most of the students have difficulties in mastering its vocabulary and grammar. Therefore, at this time the researcher conducted a research which aimed to reveal the effects of using whiteboard animation toward the student’s vocabulary and grammar mastery. The researchers used the experimental research. The sample of research consisted of two groups from the eighth grade students at Indonesian Junior high school. For data collection were taken from pre-test and post-test. The results of were analysed using T-test to verify the hypothesis of the research. The results of this research indicate that whiteboard animation has positive effects on mastering English vocabulary and grammar. There was 58.9% improvement from the experimental group for the vocabulary. While for the control group, there is 37% improvement. For grammar test, the experimental group shows impressively significant difference with more than 100% improvement. While the control group shows 50.5% improvement in the grammar test. In conclusion, the researchers found that students who learn vocabulary and grammar through whiteboard animation show more significant improvement than the control group taught by conventional teaching method. The researchers also measured the effect size between vocabulary post test score with R squared of 0.321 and grammar post-test score with R squared of 0.485 from the experimental group. Based on the results of the research, the researchers concluded that whiteboard animation has significant effect towards both students’ vocabulary and grammar with more improvement on grammar mastery though.

scholarly journals Pengaruh pendekatan rigorous mathematical thinking (RMT) terhadap kemampuan berpikir kreatif siswa kelas VII

2020 ◽  
Vol 6 (1) ◽  
pp. 11-23
Author(s):  
Siti Mahmudah ◽  
Harina Fitriyani
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Control Design ◽  
Thinking Skills ◽  
Middle Level ◽  
Learning Approach ◽  
Mathematical Problems ◽  
Planar Figure ◽  
Research Show ◽  
Better Than

Salah satu tujuan pendidikan matematika adalah menjadikan siswa berpikir kreatif. Hasil dari berpikir kreatif disebut kreatifitas. Namun pada kenyataanya kreatifitas ini kurang diperhatikan oleh guru dalam pembelajaran. Sehingga kemampuan berpikir kreatif perlu dikembangkan lagi. Pemberian stimulus adalah salah satu cara untuk mengembangkan kemampuan berpikir kreatif. Geometri adalah salah satu bidang dalam matematika. Geometri pada tingkat menengah salah satunya mempelajari tentang bangun datar segiempat dan segitiga. Materi geometri merupakan materi yang sulit dipahami oleh siswa karena sulitnya siswa menangkap konsep dari materi tersebut. Rigorous mathematical Thinking (RMT) merupakan pendekatan pembelajaran yang memiliki tiga unsur penting yang mendorong siswa lebih memahami konsep suatu materi. Dengan pahamnya siswa akan konsep suatu materi maka kemampuan berpikir kreatif siswa akan lebih baik. Hal ini karena dalam berpikir kreatif diperlukan berbagai konsep untuk menyelesaikan masalah matematika. Untuk itu penelitian ini bertujuan untuk mengetahui pengaruh pendekatan RMT terhadap kemampuan berpikir kreatif siswa. Metode penelitian yang digunakan adalah true experimental dan desain penelitian yang digunakan adalah posttest only control design. Hasil dari penelitian menunjukkan bahwa terdapat pengaruh pendekatan RMT terhadap berpikir kreatif siswa bahkah pengaruh tersebut lebih baik dari pendekatan pembelajaran yang biasanya digunakan oleh guru. Namun kriteria lebih baik tidak merujuk pada keseluruhan indikator, hanya satu dua kriteria saja. Abstract One of the purposes of mathematics education is to make students think creatively. The result of creative thinking is creativity. But in fact this creativity is less concerned by teachers in learning. So the creative thinking skills need to be developed again. Stimulus is one of the ways to develop creative thinking skills. Geometry is one of the fields in mathematics. The geometry of the middle level one of them learns about the rectangular and triangular planar figure. Geometry material is material that is difficult for students to understand because it is difficult for students to grasp the concept of the material. Rigorous mathematical Thinking (RMT) is a learning approach that has three important elements that encourage students to better understand the concept of a material. With the student's reward for the concept of material, the student’s creative thinking skills will be better. This is because in creative thinking it takes various concepts to solve the mathematical problems. This research aims to determine the influence of RMT's approach to the creative thinking skills of students. The research method used was true experimental and the research design used was posttest only control design. The results of research show that there is an influence on the RMT approach to creative thinking students are better than the learning approach that teachers typically use. But the better criterion does not refer to the overall indicator, just one two criterion.

scholarly journals Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Gideon Mwanda ◽  
Ronnie Midigo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Total Sample ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Method Of Instruction

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centred education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a pre-test-post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, pre-test, post-test, attitude questionnaire and teacher’s questionnaire. The data collected was analysed descriptively using mean and standard deviation value, while t-tests and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. It was found the both positive learner and negative teacher attitude toward the application of constructivism. The inadequate compulsory facilities were also found in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementating constructivist learning approach in secondary schools in Kenya.

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