scholarly journals The Influence of Lesson Study Strategy on Teachers’s Pedagogical Quality in All State Madrasah Aliyah of Medan

2021 ◽  
Vol 4 (1) ◽  
pp. 762-772
Author(s):  
Indra Prasetia ◽  
Akrim Akrim ◽  
Sulhati Sulhati ◽  
Burhanuddin Burhanuddin
Keyword(s):  
Lesson Study ◽  
Pedagogical Strategies ◽  
Teacher Guidance ◽  
Pedagogical Quality ◽  
Coaching Strategies ◽  
Homogeneity Of Variance ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Teacher Coaching ◽  
Test For Normality

The purpose of this study were : (1) to learn pedagogical strategies teachers who follow the guidance of teacher with lesson study and coaching strategies with MGMP convensional teacher,  (2) to determine the interaction between teacher coaching strategies with lesson study and strategies with teacher guidance MGMP conventional and subjects the teachers’ pedagogic competence, (3) to find pedagogical english teacher who followed a strategy with teacher guidance conventional MGMP, (4) to learn pedagogical math teacher who followed a strategy of coaching teachers with pedagogical lesson study and mathematics teachers who follow the strategy with teacher guidance conventional MGMP. This study is quasi-experimental research. The number of samples were 60 teachers. The tecnique of determining the sample is done by random sampling. Research hypptheses were tested using Anova 2 ways used before Anova first tested the data analysis requirements of the test for normality of data using Lillieofors test, and homogeneity of variance using the test Bartlet. 

Impact of Lesson Study on Motivation in Mathematics and Mathematics Achievement of Malaysian Foundation Programme Students

2020 ◽  
Vol 5 (1) ◽  
pp. 39-53
Author(s):  
Hosseinali Gholami ◽  
Aida Suraya Md Yunus ◽  
Ahmad Fauzi Mohd Ayub ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Lesson Study ◽  
Educational Method ◽  
Quasi Experimental ◽  
Mathematics Motivation ◽  
And Mathematics ◽  
Mean Differences ◽  
The Impact ◽  
Motivation And Achievement

Low motivations in mathematics prevent students from learning it meaningfully and experience the beauties of mathematics through problem solving in Malaysia and many other countries. This quasi- experimental study was conducted among foundation level students so as to determine the impact of implementation of Lesson Study on students’ motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher formed a Lesson Study group. This group planned and designed five Research Lessons about the functions focusing on problem solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (Not at all true) to 5 (Very true)) and lecturers developed tests were used to investigate the impact of Lesson Study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric Kruskal-Wallis test. The results of this study showed that students in experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender but there were no significant mean differences among groups in any of subscales.

scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) dan Think Pair Share (TPS) Terhadap Prestasi Belajar Matematika Ditinjau Dari Motivasi Berprestasi

2017 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Erny Untari
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Achievement Motivation ◽  
Learning Model ◽  
Difficulty Level ◽  
Low Achievement ◽  
Discrimination Power ◽  
Quasi Experimental ◽  
And Mathematics

The purposes of this study are to determine: (1) which one have a better mathematics achievement, students who taught by cooperative learning model STAD or TPS type. (2) which one have a better mathematics achievement, students who have high, middle, or low achievement motivation. (3) is there any interaction between learning model and achievement motivation towards mathematics achievement. This study is a quasi experimental research with 2x3 factorial design. The population of this study is all students XI Grade SMA N 1 Kwadungan in academic year 2016/2017. Sampling was done by random technique. The total of sample is 28 students, with details of 14 students for class experiment one and 14 students for class experiment two. The instruments used to collect data are test of prior knowledge in mathematics, achievement motivation questionnaire and mathematics achievement test. The trial of test instrument includes content validity, difficulty level, discrimination power, and reliability. The testing of hypothesis uses two-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) Students who taught by cooperative learning model of TPS type have better mathematics achievement than students who taught by cooperative learning model of STAD type. (2) Students who have high achievement motivation have better mathematics achievement than students who have middle and low achievement motivation, also students who have middle achievement motivation have better mathematics achievement than students who have low achievement motivation. (3) There isn’t interaction between learning model and achievement motivation towards mathematics achievement.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals Penerapan Lesson Studi Melalui Pelatihan Pola In-On-In dalam Meningkatkan Mutu Pembelajaran Pada Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Durahman Durahman
Keyword(s):  
Lesson Study ◽  
Final Conclusion ◽  
Coaching Model ◽  
Mutual Learning ◽  
Study Lesson ◽  
Quality Of Learning ◽  
Study Implementation ◽  
Teacher Coaching ◽  
And Training

Improving the quality of education can be started by improving the quality of teachers in teaching and professional behavior. Teacher upgrading and training is one form of the effort. The teacher coaching model to achieve the quality of learning in school is Lesson Study. Lesson Study is a "model of professional educator development through collaborative and sustainable learning learning based on the principles of collegality and mutual learning to build learning communities". The in-on-in training of lesson study implementation for madrasah ibtidaiyah teachers in the ministry of religion is an effort to improve the professionalism of madrasah teachers in managing learning. The training participants consisted of 30 madrasah ibtidaiyah teachers formed in 6 (six) groups according to grade level to carry out lesson study activities, among others: planning (plan), implement (do), and reflect (see). The final conclusion of the training participants increased their understanding of lesson study as an effort to improve the quality of learning. Abstrak Peningkatan mutu pendidikan dapat dimulai dengan meningkatkan mutu guru dalam mengajar dan berprilaku professional. Penataran dan pelatihan guru salah satu bentuk dari upaya tersebut. Model pembinaan guru untuk mencapai kualitas pembelajaran di sekolah adalah Lesson Study. Lesson Study adalah ”model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar”. Pelatihan in-on-in implementasi lesson study bagi guru madrasah ibtidaiyah di lingkungan kementerian agama adalah upaya meningkatkan profesionalitas guru madrasah dalam mengelola pembelajaran. Peserta pelatihan terdiri dari 30 orang guru madrasah ibtidaiyah dibentuk dalam 6 (enam) kelompok sesuai tingkatan  kelas melaksanakan kegiatan lesson study antara lain : merencanakan (plan), melaksanakan (do), dan mereflekasi (see). Simpulan akhir peserta pelatihan meningkat pemahamannya terhadap lesson study sebagai upaya meningkatkan mutu pembelajaran.  

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).

Utilization of Instructional Media and Academic Performance of Students in Basic Science

2018 ◽  
pp. 997-1007
Author(s):  
Stephen Oyeyemi Adenle ◽  
Jennifer N. L. Ughelu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Control Group ◽  
Sample Population ◽  
Instructional Media ◽  
Visual Aids ◽  
Basic Sciences ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

scholarly journals Elementary Schools Working as Professional Learning Communities: Effects on Student Learning

2020 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
André Moulakdi ◽  
Yamina Bouchamma
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Control Group ◽  
Improvement Strategy ◽  
Stage Of Development ◽  
Quasi Experimental ◽  
And Mathematics

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

scholarly journals A Coaching Model to Promote Economic Mobility and Child Developmental Outcomes

PEDIATRICS ◽  
2021 ◽  
Author(s):  
Charles J. Homer ◽  
Ashley Winning ◽  
Kevin Cummings
Keyword(s):  
Executive Function ◽  
Positive Impact ◽  
Child Outcomes ◽  
Developmental Outcomes ◽  
Economic Mobility ◽  
Sufficient Evidence ◽  
Coaching Model ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
And Mathematics

OBJECTIVES: Children growing up in poverty experience worse developmental outcomes than their more economically advantaged peers. Whether Mobility Mentoring, a program focused on building parent executive function to promote economic mobility, results in improved child developmental outcomes is not known. METHODS: This study population was drawn from children enrolled in Washington State’s public, income-qualified prekindergarten program and their families. We used a quasi-experimental, preintervention-postintervention design with 2 contemporaneous comparison groups: children in the same settings whose families did not receive the intervention and children in settings in which the intervention was not offered. Primary outcomes are improvement in each of the 6 dimensions of the Teaching Strategies GOLD (TSG) measure (social-emotional, physical, cognitive, language, literacy, and mathematics) and meeting or exceeding “widely held expectations” in all of these 6 dimensions. RESULTS: Within sites that offered the coaching program, children whose parents received the program (n = 2609) showed gains in 2 of 6 TSG dimensions compared with children (n = 440) whose parents did not, and also met or exceeded widely held expectations. TSG outcomes of all children in sites offering the intervention (n = 3049) did not differ from those of children in sites that did not (n = 7216). CONCLUSIONS: Findings provide sufficient evidence of a positive impact of Mobility Mentoring on child development to merit further study. If substantiated, building parental executive function may improve child outcomes as well as enhance progress toward economic self-sufficiency, and potentially be more engaging than traditional family support programs.

Sign in / Sign up

Export Citation Format

Share Document