Design of Student Worksheets based on Learning Cycle to Improve Ability of Mathematics Representation Students of Class VIII Junior High School in Indonesia

  • Authors

    • Hasanatul Fu’adah Amran
    • Supar man
    2018-11-30
    https://doi.org/10.14419/ijet.v7i4.30.21995
  • 4D, learning cycle, mathematical representation, worksheets

  • Abstract

    Mathematical representation is very important for students because it can affect students regarding material and problem-solving. Application of the 5E learning cycle learning model can help overcome student difficulties in mathematical modeling and geometry understanding. Student worksheets simplify the execution of the learning cycle and can train the ability of mathematical representation. This article aims to develop learning products in the form of a Learning Cycle-based student worksheet that is oriented towards students' mathematical representation abilities. This research is development research with 4D: define, design, development, and dissemination. This research was conducted in class VIII MTs Mu'allimmat Yogyakarta, Indonesia. Subjects in this research were teachers, students, material experts and media experts. Data collection methods used in this research are interviews, questionnaires, and tests. Instruments used in the form of validation sheet, teacher response questionnaire, student response questionnaire, mathematical representation and interview guidance test. The first stage in this research is the analysis of student needs on the student worksheet. The results of the analysis aim to simplify the process of designing student worksheets. The learning cycle stages of Engage make student worksheet design, Explore, Explain, Elaborate, and Evaluate. Pretest and posttest will measure the improvement of students' mathematical representation before and after the use of student worksheets. This research is limited to the design phase. For further research will proceed at the stage of development and dissemination.

  • References

    1. [1] NCTM (2000), Principles and standards for school mathematics. USA: Association Drive, Reston.

      [2] Hwang WY, Chen NS, Dung JJ & Yang YL (2007), Multiple representation skills and creativity effects on mathematical problem solving using a Multimedia Whiteboard System. Educational Technology & Society vol. 10, No. 2, pp. 191-212.

      [3] Elia I (2004), Multiple representations in mathematical problem solving: exploring sex differences.

      [4] Gagatsis A & Elia I (2004), The effect of different modes of representation on mathematical problem solving. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education vol. 2, pp. 447-454.

      [5] Zazkis R. & Liljedahl P (2004), Understanding prime: the role of representation. Journal for Research in Mathematics Education vol. 35, no. 3, pp. 164-186.

      [6] Kalathil RR. & Sherin MG (2000), Role of students representation in the mathematics classroom. Fourth International Conference of the Learning Sciences pp. 27-28. Mahwah, NJ: Erlbaum.

      [7] Michaelidou N, Gagatsis A & Pantazi DP (2004), The number line as a representation decimal number: A research with sixth grade students. Journal for Research in Mathematics Education vol. 38, pp. 173-192.

      [8] Harries T & Barmby P (2006), Representing Multiplication. Proceeding of the British Society for Research into Learning Mathematics vol. 26, no. 3, pp. 25-30.

      [9] Neria D & Amit M (2004), Students preference of non-algebraic representations in mathematical communication. Proceedings of the 28th Conference of The International Group for The Psychology of Mathematical Education vol.3, pp. 409-416.

      [10] Chen MJ, Lee CY & Hsu WC (2015), Influence of mathematical representation and mathematics Self-efficacy on the learning effectiveness of fifth graders in Pattern Reasoning. International Journal of Learning, Teaching and Educational Research vol.13, no.1, pp. 1-16.

      [11] Sahendra A, Budiarto MT & Fua Y (2018), Students’ representation in mathematical word problem-solving: Exploring students’ Self-efficacy. Journal of Physic: Conference Series.

      [12] Güler G & Çiltaş A (2011), The visual representation usage levels of mathematics teachers and students in solving verbal problems. International Journal of Humanities and Social Science vol. 1, no. 11, pp. 145-154.

      [13] PISA (2015), Result in Focus.

      [14] Halat E & Peker M (2011), The impacts of mathematical representations developed through Webquest and Spreadsheet activities on the motivation of pre-service elementary school teachers. TOJET: The Turkish Online Journal of Education Technology vol. 10, no. 2, pp. 259-263.

      [15] Lorsbach AW (2002), The Learning Cycle as a Tool for Planning Science Instruction.

      [16] Trowbridge LW & Bybee RW, Teaching Secondary School Science. Upper Saddle River, NJ: Merrill-Prentice Hall, (1996).

      [17] Liu TC, Peng H, Wu WH & Lin MS (2009), The effects of Mobile Natural-science learning based on the 5E Learning Cycle: A case study. Educational Technology & Society. vol. 12, no. 4, pp. 344-358.

      [18] Bybee R W (2009). The BSCS 5E Instructional model and 21st century skills. Biological Sciences Curriculum Study (BSCS).

      [19] Abudulkadir & Ahmed (2013), The effect of the 5E Learning Cycle model in teaching trigonometry on students academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their Implications vol. 4, no. 1, pp. 73-87.

      [20] Tezer M & Cumhur M (2017). Mathematics through the 5E Instructional model and mathematical modelling: The Geometrical Objects. Eurasia Journal of Mathematics Science and Technology Education vol. 13, no. 8, pp. 4789-4804.

      [21] Yeni N, Suryabayu EP & Handayani T (2017), The effect of teaching model ‘Learning Cycles 5E' toward students' achievement in learning mathematics at X years class SMA Negeri 1 Banuhampu 2013/2014 Academic Year. Journal of Physic: Conference Series.

      [22] Toheri & Winarso W (2017), Improving algebraic thinking skill, beliefs and attitude for mathematics through Learning Cycle based on beliefs. Munich Personal RePEc Archive.

      [23] Merdekawati S & Lestari HP (2017), Developing student worksheet in english based on Constructivism using problem solving approach for mathematics learning on the topic of Social Arithmetics. IOSR Journal of Mathematics (IOSR-JM) vol. 13, no. 1, pp. 30-38.

      [24] Zulyadaini (2017), A development of students’ worksheet based on Contextual Teaching and Learning. Advances in Social Science, Education, and Humanities Research (ASSER) vol. 149, pp. 127-129.

      [25] Thiagarajan S, Semmel DS & Semmel MI, Instructional Development for Training Teachers of Exceptional Children. Indiana: Indiana University Bloomington, (1974).

      [26] Miles MB, Huberman AM & Saldana J, Qualitative Data Analysis, A Methods Sourcebook, Edition 3. USA: Sage Publications. Translated by Tjetjep Rohendi Rohisi. Jakarta: Universitas Indonesia, (2014).

  • Downloads

  • How to Cite

    Amran, H. F., & man, S. (2018). Design of Student Worksheets based on Learning Cycle to Improve Ability of Mathematics Representation Students of Class VIII Junior High School in Indonesia. International Journal of Engineering & Technology, 7(4.30), 21-25. https://doi.org/10.14419/ijet.v7i4.30.21995

    Received date: 2018-11-28

    Accepted date: 2018-11-28

    Published date: 2018-11-30