scholarly journals Efektivitas Model Pembelajaran Anchored Instruction dalam Pembelajaran Matematika Terhadap Kemampuan Berpikir Kritis Siswa

2021 ◽  
Vol 5 (2) ◽  
pp. 1842-1853
Author(s):  
Sunyoto Hadi Prayitno ◽  
Oscar Jaya Alphareno
Keyword(s):  
Anchored Instruction

Pembelajaran konvensional dengan metode ceramah yang digunakan oleh sebagian guru SMP Al-Amin Surabaya membuat kemampuan berpikir kritis siswa kurang terlihat menonjol. Maka peneliti melakukan penelitian menggunakan model pembelajaran Anchored Instruction yang memiliki tujuan untuk mengetahui efektif tidaknya penerapan model pembelajaran Anchored Instruction dalam pembelajaran matematika terhadap kemampuan berpikir kritis siswa. Keefektifan penelitian ini ditinjau dari 4 variabel sebagai berikut: (1) kemampuan guru, (2) aktivitas siswa, (3) hasil belajar siswa, dan (4) respon siswa. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif deskriptif. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan angket. Tes yang digunakan adalah tes esai yang berjumlah 3 soal untuk mengetahui kemampuan berpikir kritis siswa terhadap materi perbandingan. Berdasarkan hasil penelitian yang dilakukan, diketahui bahwa kemampuan guru mendapatkan nilai konversi 3,47 yang berkategori baik, aktivitas siswa mendapatkan persentase 78,89% yang berkategori aktif, hasil belajar siswa mencapai ketuntasan belajar secara klasikal sebesar 83,33%, dan respon siswa positif dimana respon siswa persentase sebesar 82,16% yang berkategori positif. Dari hasil penelitan tersebut dapat disimpulkan bahwa model pembelajaran Anchored Instruction dalam pembelajaran matematika efektif terhadap kemampuan berpikir kritis siswa.

Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms

2015 ◽  
Vol 81 (2) ◽  
pp. 158-175 ◽  
Author(s):  
Brian A. Bottge ◽  
Michael D. Toland ◽  
Linda Gassaway ◽  
Mark Butler ◽  
Sam Choo ◽  
...  
Keyword(s):  
Anchored Instruction

Making a Connection

2010 ◽  
pp. 189-212 ◽  
Author(s):  
Dennis Charsky
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Higher Order ◽  
Anchored Instruction ◽  
Constructivist Teaching ◽  
Open Learning ◽  
Learning Skills ◽  
Open Learning Environments ◽  
Higher Order Learning

This chapter will make a connection between game genres, game characteristics, and constructivist teaching structures. Constructivist teaching structures, like open learning environments and anchored instruction, have the same aims as serious games – to facilitate higher order learning skills and knowledge. However, constructivist teaching structures are not games and serious games are grappling with how to design games and keep the fun and learning in perfect balance. Making connections between game genres and characteristics (where much of the fun resides) and teaching structures (where much of the learning resides) will highlight commonalities that can be taken advantage of in the design of good serious games – where learning and fun are in perfect balance.

Impacts of anchored instruction on problem-solving strategies of adolescents with diabetes

1994 ◽  
Vol 94 (9) ◽  
pp. 1036-1038 ◽  
Author(s):  
James W Pichert ◽  
James M Meek ◽  
David G Schlundt ◽  
Mary Ellen Flannery ◽  
Susan S Kline ◽  
...  
Keyword(s):  
Problem Solving ◽  
Anchored Instruction ◽  
Problem Solving Strategies

Virtual Field Trips: Synthetic Experiences and Learning

2005 ◽  
Vol 49 (6) ◽  
pp. 732-736 ◽  
Author(s):  
Alicia D. Sanchez ◽  
Haydee M. Cuevas ◽  
Stephen M. Fiore ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Experiential Learning ◽  
Educational System ◽  
Real World ◽  
State Of The Art ◽  
Field Trips ◽  
Anchored Instruction ◽  
Virtual Field Trips ◽  
Virtual Field

Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students

1998 ◽  
Vol 13 (4) ◽  
pp. 99-109 ◽  
Author(s):  
John Langone ◽  
D. Michael Malone ◽  
Pamela M. Stecker ◽  
Eric Greene
Keyword(s):  
General Education ◽  
Traditional Instruction ◽  
Multiple Choice ◽  
Anchored Instruction ◽  
Future Research ◽  
General Education Students ◽  
Instruction Group ◽  
Post Test ◽  
Instruction Format

The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outperformed the traditional instruction group on the multiple-choice follow-up test and the traditional instruction group outperformed the anchored instruction group on the essay follow-up test. Implications for future research are discussed.

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