scholarly journals Analisis Keperluan Bagi Pembangunan Modul Untuk Pengekalan Pengetahuan Konseptual Dan Prosedural Matematik Tingkatan 1

2020 ◽  
Vol 8 (2) ◽  
pp. 86-99
Author(s):  
Teh Guan Leong ◽  
Raja Lailatul Zuraida Raja Maamor Shah ◽  
Nor’ashiqin Mohd Idrus
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Descriptive Statistics ◽  
Learning Module ◽  
Need Analysis ◽  
Algebraic Expressions ◽  
Learning Mathematics ◽  
Questionnaire Form ◽  
Very High

In design and development study, a need analysis needs to be carried out to ensure that the learning module for retention of conceptual and procedural knowledge to be developed can meet the needs of the study target. A need analysis has been conducted to identify the Form 1 topics that students find difficult, moderate difficult and most difficult to learn, examine students’ perceptions on the difficulties they encounter in learning Mathematics and examine students’ perceptions on the characteristics of module that they want into retaining conceptual and procedural knowledge of Form 1 Mathematics topics learnt. The respondents of this study consisted of 150 Form 1 students and 150 Form 2 students. Data collection was done using questionnaire form. The results of descriptive statistics analysis showed Linear Equation as the most difficult topic, Algebraic Expressions as moderate difficult topic and Linear Inequality as difficult topic to be learnt in Form 1 Mathematics. As for the difficulties students encounter in learning Mathematics, the results of descriptive analysis found that students faced difficulties in terms of procedural and conceptual knowledge mastery, remembering and recalling. In addition, characteristics of module that students want into retaining conceptual and procedural knowledge of Form 1 Mathematics topics learnt indicated that the respondents’ consent level were Very High for most of the proposed module features. The implication of this study informed the researcher on what to consider when developing a learning module to retain conceptual and procedural knowledge of Form 1 Mathematics topics.

Why Is the Midpoint an Average?

2013 ◽  
Vol 106 (7) ◽  
pp. 514-519 ◽  
Author(s):  
Lingguo Bu
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Mathematics ◽  
Mathematics For Teaching ◽  
The Relationship

The relationship between a midpoint and an average showcases the interplay between procedural knowledge and conceptual knowledge in learning mathematics for teaching.

scholarly journals The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

2021 ◽  
Vol 6 (4) ◽  
pp. 368-387
Author(s):  
Munyaradzi Chirove ◽  
Ugorji Iheanachor Ogbonnaya
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Descriptive Statistics ◽  
Gauteng Province ◽  
Problem Solving Skills ◽  
Positive Linear Relationship ◽  
Research Findings ◽  
Low Levels ◽  
The Relationship ◽  
Grade 11

The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.

scholarly journals Advantages of discussion and cognitive conflict as an instructional method in contemporary teaching of mathematics

2012 ◽  
Vol 44 (1) ◽  
pp. 92-110
Author(s):  
Irena Misurac-Zorica ◽  
Maja Cindric
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Cognitive Conflict ◽  
Construction Of Knowledge ◽  
Teaching And Learning Mathematics ◽  
Starting Point ◽  
Teaching Of Mathematics ◽  
Decimal Numbers

Contemporary theories of teaching and learning mathematics emphasise the importance of learner?s active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student?s knowledge. In this form of teaching, it is important to detect students? misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students? knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student?s procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers.

scholarly journals ANALYSIS OF STUDENTS MATHEMATICAL CONNECTION ERRORS IN TRIGONOMETRIC IDENTITY PROBLEM SOLVING

2020 ◽  
Vol 17 (35) ◽  
pp. 825-836
Author(s):  
Budi MARDIYANA USODO ◽  
. BUDIYONO ◽  
Anisa Astra JINGGA ◽  
Dwi FAHRUDIN
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Arithmetic Operation ◽  
Critical Role ◽  
Trigonometric Identity ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Algebraic Concepts ◽  
Algebraic Concept ◽  
Trigonometric Identities

The trigonometric identity is essential in learning Mathematics because it requires students to think critically, logically, systematically, and thoroughly. Solving trigonometric identity problems requires students to relate conceptual knowledge or procedural knowledge, which then used in questions. This study involved grade X students of senior high school, which were examined to find out the types of mathematical connections errors and causes of the errors. Before task-based interviews were conducted, 36 students were first given a test. Based on several considerations, seven students ( three males and four females) were selected to undergo a task-based interview. This research employed a qualitative research method with a case study design. The results of the analysis indicate that the errors in connecting to conceptual knowledge are most commonly the mistake of connecting the algebraic concept. On the other hand, 86.11% of students experienced errors in connecting to procedural knowledge. This error happened when the students worked on problems with trigonometric identities, which they had rarely encountered in exercises. Errors in mathematical connections in trigonometric identity are caused by the lack of understanding of the algebraic arithmetic operation, emphasis on the concept, and strategic knowledge. It shows that students need a variety of problems to be able to master various forms of trigonometric identities. This research's result also reinforces the critical role of algebraic concepts as prior knowledge in studying trigonometric identity.

MODULE OF ICT-BASED LEARNING MATHEMATICS: RESPONSE OF STUDENTS IN THE LEARNING PROCESS

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Endang Istikomah
Keyword(s):  
Mathematics Learning ◽  
Student Response ◽  
Questionnaire Data ◽  
Research Subjects ◽  
Microsoft Excel ◽  
Learning Modules ◽  
Descriptive Research ◽  
Learning Module ◽  
Learning Mathematics ◽  
Learning Guide

The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The form of this research is descriptive research. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The instrument used was a student response questionnaire. Data collection techniques using a Likert scale through Google Form. The data was processed using Microsoft Excel 2010. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%.. Thus it can be concluded that ICT-based mathematics learning using modules can be applied.

scholarly journals A Descriptive Analysis of the Use of Twitter by Emergency Medicine Residency Programs

2018 ◽  
Vol 10 (1) ◽  
pp. 51-55 ◽  
Author(s):  
David Diller ◽  
Lalena M. Yarris
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Descriptive Analysis ◽  
Descriptive Statistics ◽  
Mixed Methods Study ◽  
Instructional Tool ◽  
Residency Programs ◽  
The Public ◽  
Twitter Account ◽  
E Mail

ABSTRACT Background  Twitter is increasingly recognized as an instructional tool by the emergency medicine (EM) community. In 2012, the Council of Residency Directors in Emergency Medicine (CORD) recommended that EM residency programs' Twitter accounts be managed solely by faculty. To date, little has been published regarding the patterns of Twitter use by EM residency programs. Objective  We analyzed current patterns in Twitter use among EM residency programs with accounts and assessed conformance with CORD recommendations. Methods  In this mixed methods study, a 6-question, anonymous survey was distributed via e-mail using SurveyMonkey. In addition, a Twitter-based search was conducted, and the public profiles of EM residency programs' Twitter accounts were analyzed. We calculated descriptive statistics and performed a qualitative analysis on the data. Results  Of 168 Accreditation Council for Graduate Medical Education–accredited EM programs, 88 programs (52%) responded. Of those programs, 58% (51 of 88) reported having a program-level Twitter account. Residents served as content managers for those accounts in the majority of survey respondents (61%, 28 of 46). Most programs did not publicly disclose the identity or position of their Twitter content manager. We found a wide variety of applications for Twitter, with EM programs most frequently using Twitter for educational and promotional purposes. There is significant variability in the numbers of followers for EM programs' Twitter accounts. Conclusions  Applications and usage among EM residency programs are varied, and are frequently not consistent with current CORD recommendations.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals History Teaching Approaches Preferred by Turkish and Russian History Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 62
Author(s):  
Osman Akhan
Keyword(s):  
Descriptive Analysis ◽  
Thinking Skills ◽  
Russian History ◽  
History Teachers ◽  
History Teaching ◽  
Classroom Activities ◽  
Questionnaire Form ◽  
Academic Year ◽  
E Mail

The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.

scholarly journals E-Service Quality dan E-Promotion Terhadap Keputusan Pembelian Konsumen pada Website Traveloka.com

Competitive ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 106-114
Author(s):  
Aditia Sovia Pramudita ◽  
Rahayu Eka Agustia
Keyword(s):  
Service Quality ◽  
Descriptive Analysis ◽  
Linear Regression Analysis ◽  
High Growth ◽  
Multiple Linear Regression Analysis ◽  
High Growth Rate ◽  
Purchasing Decisions ◽  
Quantitative Design ◽  
Service Purchasing ◽  
Very High

E-Commerce has a very high growth rate which the needs of quickly and precisely are the main target in the e-commerce business. This study aims to determine how consumers respond to the implementation of e-service quality website, e-promotion website which leads into consumer purchasing decisions at Traveloka using a descriptive quantitative design with data collection techniques through a questionnaire. The method used in this research is descriptive analysis and multiple linear regression analysis. The results show that the effect of website e-service quality and website e-promotion on service purchasing decisions at Traveloka is positive and significant. The influence of e-service quality website and e-promotion website on purchasing decisions at Traveloka is 23%. While the rest is influenced by variables not included in this study.

scholarly journals APPLICATION OF MAGIC BALL-BASED GROUP INVESTIGATION MODELS TO IMPROVE COLLABORATIVE SKILLS AND STUDENT LEARNING MATHEMATICS RESULTS

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rusnida Rusnida
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Third Grade ◽  
High Category ◽  
Third Grade Students ◽  
Learning Mathematics ◽  
Collaborative Skills ◽  
Very High

This research is motivated by teacher-centered learning so that the lack of student activity in solving problems and finding answers together. This study aims to improve mathematical collaborative skills and student learning outcomes through the application of a magic ball-assisted group investigation learning model. This study is a classroom action research study on third grade students at SDN 008 Talang Perigi. The instrument used was the observation sheet and learning outcomes test. The results showed in the first cycle of collaborative mathematical skills students obtained an average of 55.77% with a high category and in the second cycle increased to 73.44% with a very high category. Student learning outcomes in the first cycle had an average of 67.83 with a percentage of classical completeness of 53%, increasing in the second cycle to 75.67 with a percentage of classical completeness of 83%. Based on the results of the study it can be concluded that the application of the learning model of investigation ball assisted by magic ball can improve the collaborative skills of mathematics and learning outcomes of third grade students of SDN 008 Talang Perigi.

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