PENGEMBANGAN MEDIA PEMBELAJARAN E-COMIC DALAM PEMBELAJARAN MATEMATIKA

2019 ◽  
Vol 2 (1) ◽  
pp. 11-19
Author(s):  
Nuriza Siregar ◽  
Suherman Suherman ◽  
Rubhan Masykur ◽  
Rahma Sari Ningtias
Keyword(s):  
Data Analysis ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
T Test ◽  
Learning Mathematics ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Mathematics Teaching And Learning ◽  
Descriptive Qualitative

This article intends to develop mathematics learning media in the form of e-Comic in mathematics teaching and learning. The method of this research was eight stages developing from Borg and Gall which has been modified by Sugiyono. Instrument of this research was validation questionnaire and feedback questionnaire for students. Technique of data analysis used descriptive quantitative and descriptive qualitative. To test the effectiveness, the researcher implied and used t test. The result shows that media of learning in the form of e-Comic mathematics on the arithmetic subject was eligible. It was obtained from validator. While, the effectiveness of media was obtained from the results of the post-test t-test of students with the results obtained 14.333 and  2.109 so that. It can be defined that the class which was taught by implementing and using e Comic media was better that the conventional class. In conclusion, the developed media can be used as a medium of learning mathematics and it is applicable in mathematics teaching and learning.   Artikel ini memiliki tujuan untuk mengembangkan media pembelajaran matematika berupa e-Comic dalam pembelajaran matematika. Metode penelitian yang digunakan adalah 8 tahap metode pengembangan dari borg and gall yang sudah dimodifikasi oleh Sugiyono. Instrument yang digunakan adalah angket validasi dan angket respon peserta didik. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan deskriptif kualitatif. Uji yang digunakan untuk melihat keefektifan media adalah uji t. hasil penelitian ini adalah sebuah media pembelajaan berupa e-Comicmatematika pada pokok bahasan aritmetik dengan kriteria kelayakan yang didapat dari validator sangat layak, kemenarikan yang didiapat dari peserta didik sangat menarik. Sedangakan keefektifan media didapatkan dari hasil uji t post-test peserta didik dengan hasil perhitungan diperoleh  dan  sehingga  dalam arti kelas yang medapat kemampuan pemecahan masalah  perlakuan pembelajaran media e-Comicmatematika lebih baik (efektif) dari pada kelas yang mendapat perlakuan metode ceramah (tidak menggunakan media pembelajaran). Berdasarkan semua ini dapat disimpulkan bahwa media yang dikembangkan dapat digunakan sebagai media pembelajaran matematika.

scholarly journals Enjoying Maximising Opportunities For Learning Mathematics

2013 ◽  
Vol 3 (1) ◽  
pp. 27-38
Author(s):  
Robin Averill
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Research Practice ◽  
Learning Mathematics ◽  
Opportunities For Learning ◽  
Mathematics Teaching And Learning ◽  
Education Model ◽  
Caring Teacher

In this keynote we will examine and participate in mathematics teaching and learning practices that contribute to strong learning focussed relationships and enjoyment of mathematics learning. Pedagogies, learning experiences, and caring teacher behaviours that include and extend beyond traditional mathematics teaching practices will be presented as examples of how academic relationships can be fostered towards all students making strong mathematics learning gains. The use of contexts that students find realistic, meaningful, and engaging will be discussed. A culturally responsive mathematics education model that encompasses cognitive, social, physical, and spiritual dimensions will be used to consider themes from the keynote session. Examples of research-practice links will be discussed.

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

How Can Digital Technology Enhance Mathematics Teaching and Learning?

2020 ◽  
pp. 216-243
Author(s):  
Monika Dockendorff
Keyword(s):  
Learning Environments ◽  
Digital Technology ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Interactive Software ◽  
Education Programs ◽  
Mathematics Teaching And Learning

As digital technology becomes more ubiquitous in society and education, mathematics teachers are expected to design and integrate technology-enriched learning environments effectively. This task encompasses many challenges, but primarily, it entails the identification of how technology may produce insights. This study examines several categories of core mathematical processes that can be enhanced by the integration of dynamic interactive software such as identifying properties, connecting multiple representations, and solving problems, among others. The process of visualization appears at the center of dynamic and interactive mathematics learning environments. Evidence of its functionality and the benefits it reports to the teaching and learning process for each category is presented. Further discussion on the challenges that mathematics teacher education programs and teachers face—not only in their digital competences but also in the role they play—are outlined.

scholarly journals EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY

2020 ◽  
Vol 8 (2) ◽  
pp. 67-74
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Metacognitive Skills ◽  
Student Interactions ◽  
Learning Practices ◽  
Metacognitive Regulation ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Mathematics Teaching And Learning

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Facebook as an Educational Environment for Mathematics Learning

2015 ◽  
pp. 143-162 ◽  
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Store-bought Mathematics

1985 ◽  
Vol 33 (4) ◽  
pp. 36-37
Author(s):  
Leonard Burkett ◽  
Edie L. Whitfield
Keyword(s):  
Elementary School ◽  
Real World ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Upper Elementary ◽  
Elementary School Mathematics ◽  
Upper Elementary School ◽  
Learning Mathematics ◽  
Mathematics Teaching And Learning ◽  
Experience Difficulty

Children often experience difficulty learning mathematics unless it is related to objects or situations that are meaningful to them. Underhill (1981) reports mathema tical research (Brownell and Moser 1949; Gray 1965) indieating that memory is greatest for learners when the material to be remembered has meaning for them. Mathematics often has little meaning for children when these relationships are not formed. It may seem remote and removed from real-world events and experiences. Teachers seeking to improve mathematics teaching and learning may wish to consider creating a supermarket math lab in the school or classroom. The supermarket setting can provide an experiencebased environment for activities and make mathematics a part of the child's world. This project can be adapted to kindergarten and firstgrade activities and can evolve into advanced concepts and problems found in upper elementary school mathematics.

Facebook as an Educational Environment for Mathematics Learning

2015 ◽  
pp. 406-425
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

scholarly journals Penggunaan Media Nitasapura untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa Kelas II SD Negeri 6 Dauhwaru

2019 ◽  
Vol 6 (1) ◽  
pp. 620-629
Author(s):  
Ni Luh Putu Yus Ani
Keyword(s):  
Mathematics Teaching ◽  
Test Score ◽  
Teaching And Learning ◽  
Second Graders ◽  
Learning Activities ◽  
Learning Achievement ◽  
First Semester ◽  
Learning Mathematics ◽  
Mathematics Teaching And Learning ◽  
Academic Year

This study is a classroom action research aims to increase the activity and learning achievemen making use of Nitasapura. Subject of the study is the 34 first semester students of the second graders SD Negeri 6 Dauhwaru academic year 2018/2019. Technique of collecting data applied in this study is observation and test to obtain the data on students’ learning activities and learning achievement. The collected data were presented qualitatively applying a comparative descriptive technique. The use of Nitasapura in mathematics teaching and learning may increase students’ activities in learning mathematics; before the treatment it is at the category of less active learning, and it becomes an active category at the end of the treatment. The use of Nitasapura improves the students learning achievement of the second graders at SD Negeri 6 Dauhwaru for the topic of number. This fact can be observed from result of the first cycle average test score which is 66.6, it is in everage category with 73.53% learning achievement. Meanwhile, the average test score of the second cycle is 82.4, at good category with 100% learning achievement. Based on these facts, it is to say that the use of Nitasapura in mathematics teaching and learning increases the activities and learning achievement of the second graders at SD Negeri Dauhwaru 6.

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