The Development of Integration Technique Teaching Materials based on Problem Based Learning in Integral Calculus Course

2019 ◽  
Author(s):  
. Zetriuslita ◽  
Rezi Ariawan
Keyword(s):  
Problem Based Learning ◽  
Integration Technique ◽  
Teaching Materials ◽  
Integral Calculus

scholarly journals STUDENTS’ MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS

2020 ◽  
Vol 10 (1) ◽  
pp. 31
Author(s):  
Zetriuslita Zetriuslita ◽  
Rezi Ariawan
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Materials ◽  
Integral Calculus

This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes.  This research employed a simple random sampling technique.  The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from  Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High,  Medium,  Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

2019 ◽  
Vol 3 (1) ◽  
pp. 70-80
Author(s):  
Sri Ayu Harani Tanjung ◽  
Yuli Amalia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Ability Tests ◽  
Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah  75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

scholarly journals Pengembangan Buku Ajar Berbasis Problem Based Learning di Sekolah Dasar

2021 ◽  
Vol 5 (2) ◽  
pp. 469-478
Author(s):  
Fitria Devirita ◽  
Neviyarni Neviyarni ◽  
Daharnis Daharnis
Keyword(s):  
Problem Based Learning ◽  
Development Stage ◽  
Design Stage ◽  
Development Research ◽  
Learning Tools ◽  
Teaching Materials ◽  
Living Things ◽  
Fourth Grade Students ◽  
D Model ◽  
Thematic Learning

The research objective was to develop thematic teaching materials based on Problem Based Learning in the two sub-theme of the diversity of living things in grade IV elementary schools. The development of teaching materials is motivated by the need for learning that can improve students' ability in problem solving, the ability to think critically, and foster curiosity. This type of research is development research (research and development). The development model used is the 4-D model which consists of the stages of defining, designing, developing and disseminating. The define stage will carry out an analysis of the curriculum, student analysis and needs analysis. The design stage is carried out by designing the lesson plans and teaching materials. The development stage is carried out by testing the validity, practicality and effectiveness test. The disseminate stage cannot be carried out because of the covid pandemic 19. The results of the research at the design stage obtained RPP and teaching materials designed by following PBL steps. The development stage based on the validity test of teaching materials is categorized as valid. At the effectiveness stage, the results showed that the teaching materials were effective so that they were easy to use by fourth grade students of SDN 03 Muaro. Based on these results, it can be concluded that the thematic learning tools based on Problem Based Learning on the sub-theme of the Diversity of Living Things for grade IV SD that have been produced can be declared valid, practical and effective.

scholarly journals THE ANALYSIS OF EFFECT SIZE AND THE EFFECT OF TEACHING MATERIALS BASED ON PROBLEM BASED LEARNING (PBL) ON STUDENTS’ COMPETENCE

2021 ◽  
Vol 28 (1) ◽  
pp. 16
Author(s):  
Syamina Syamina ◽  
Asrizal Asrizal ◽  
Festiyed Festiyed
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Effect Size ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Teaching Materials ◽  
Size Category ◽  
The Government ◽  
Improving Student Learning

<p>Science in the 21st century continues to develop. With these developments, Indonesia must prepare young people who are ready for change and able to face the challenges that exist in the 21st century. The 21st century has more complex challenges. Various efforts have been made by the government to meet the demands of the 21st century, including reforming educational standards. The 2013 curriculum requires students to be active in the learning process. Learning methods and models that are expected to be able to develop students' abilities, and in accordance with the implementation of the 2013 curriculum, are problem-based learning. Therefore, researchers are interested in finding the effect of PBL-based teaching on student learning outcomes through meta-analysis with effect size. Based on the analysis conducted on 20 journals related to PBL-based teaching materials, there are three conclusions in this study. First, PBL-based teaching materials are effectively used at the junior and senior high school levels with a high effect size category. Second, PBL-based teaching materials have the highest category of effectiveness in improving science process skills. Third, based on the teaching materials used, teaching materials in the form of electronic media (IT) based on PBL are effective in improving student learning outcomes.</p>

scholarly journals Integral Calculus Learning Using Problem Based Learning Model Assisted by Hypermedia-Based E-Book

2020 ◽  
Vol 9 (2) ◽  
pp. 224
Author(s):  
Awaludin Awaludin ◽  
Basuki Wibawa ◽  
Murni Winarsih
Keyword(s):  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mean Value ◽  
Traditional Learning ◽  
Homogeneity Test ◽  
Cooperative Groups ◽  
Integral Calculus ◽  
Study Population

The focus of this study is the effectiveness of the Problem Based Learning (PBL) model assisted by hypermedia-based e-books on the results of integral calculus learning. The objectives of the study are (1) to describe the students’ learning outcomes of integral calculus which are taught through problem-based learning model with the help of a hypermedia-based e-book, and (2) to find out the effectiveness of the Problem Based Learning model with the help of a Hypermedia-Based e-book on integral calculus learning outcomes. This research employed an experiment with a posttest only control design. The study population was all students from the Department of Mathematics Education, Halu Oleo University in the 2017-2018 academic year. The study sample consisted of 60 students distributed equally in two classes namely the experimental class (30) and the control class (30). The Problem Based Learning model with the help of a hypermedia-based e-book was applied in the experimental class while the traditional learning model with the help of printed teaching materials was applied in the control class. The PBL learning model steps consist of (1) presenting contextual problems, (2) forming cooperative groups, (3) analyzing problems cooperatively, (4) presenting the results of group discussions, (5) reflections. Data were collected using the test of integral calculus learning. Then the data were analyzed descriptively and inferentially. The descriptive analysis included the mean value, variance, and standard deviation, while the inferential analysis included the data normality test, the data homogeneity test, and the average difference test. The results showed that the students' integral calculus learning outcomes taught with Problem Based Learning model was categorized well, and the PBL learning model effectively improved the integral calculus learning outcomes.

scholarly journals THE ROLE OF STAKEHOLDERS IN MODERNIZING EDUCATION CURRICULA IN THE FIELD OF GEODESY

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Branko Božić
Keyword(s):  
Management System ◽  
Core Curriculum ◽  
Learning Management System ◽  
Problem Based Learning ◽  
Teaching Materials ◽  
Study Program ◽  
New Learning ◽  
E Learning ◽  
European Program

This article deals with the process of modernization the geodesy study program at the Faculty of Civil Engineering University of Belgrade (FCEUB), Department of geodesy and geoinformatics, under the ERASMUS+ European program, which initiate the survey of stakeholders in three partner countries and in accordance to their opinions, BSc and MSc core curriculum were proposed. So far at the Geodesy and geoinformatics program at the FCEUB Department, several new courses and teaching materials were prepared. Additionally, e-learning methodology, has been introduced by installing MOODLE platform which is used as a new learning management system that will initiate more other changes toward this new learning methodology. Also, a problem-based learning (PBL) methodology has been introduced in some of the courses.

scholarly journals Reflexões acerca da aprendizagem baseada em problemas na abordagem de noções de cálculo diferencial e integral. Reflections on the problem based learning in the approach of notions of differential calculation and integral

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Débora Vieira de Souza ◽  
Rogério Ferreira da Fonseca
Keyword(s):  
Teaching And Learning ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Professional Practices ◽  
Disciplinary Knowledge ◽  
Learning Problem ◽  
Integral Calculus ◽  
Mathematical Content ◽  
Guiding Principle ◽  
The University

Neste trabalho, apresentamos reflexões acerca do ensino e aprendizagem de noções de Cálculo Diferencial e Integral. Mediante os aportes teóricos pertinentes, propõe-se atividades para abordar noções de Cálculo, como limites e derivadas, tomando como princípio norteador uma metodologia ativa, no caso, a Aprendizagem Baseada em Problemas (Problem-Based Learning - PBL). Espera-se integrar conteúdos e conceitos matemáticos com as práticas profissionais de universitários, promovendo aprendizagens significativas. Consideramos que por meio da inserção de problemas motivadores, reais ou realísticos, certos entraves observados no ensino e na aprendizagem de Cálculo, podem ser amenizados, bem como contribuir com a construção de conhecimentos transdisciplinares. This paper presents reflections on the teaching and learning of Differential and Integral Calculus notions. By relevant theoretical contributions, we propose activities to address calculation notions as limits and derivatives, taking as a guiding principle an active methodology in the case, the Problem-Based Learning (Problem Based Learning - PBL). Expected to integrate mathematical content and concepts with the university of professional practices, promoting meaningful learning. We believe that by inserting motivators, real or realistic problems, certain obstacles observed in teaching and learning calculus, can be softened as well as contribute to the construction of disciplinary knowledge.

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