1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

The Innovative University. Changing the DNA of Higher Education from the Inside Out [Review of: C.M. Christensen, H.J. Eyring (2011) The Innovative University. Changing the DNA of Higher Education from the Inside Out]

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Open Ended terhadap kemampuan berpikir kreatif matematis siswa, ditinjau dari Adversity Quotient (AQ) . Populasi pada penelitian ini adalah seluruh siswa kelas XI SMA Gajah Mada Bandar Lampung. Sampel pada penelitian ini adalah siswa kelas XI IPA 1 sebagai kelas eksperimen, dan siswa kelas XI IPA 2 sebagai kelas kontrol. Jenis penelitian yang digunakan adalah Quasy Experimental Design dengan teknik pengambilan sampel Cluster Random Sampling. Teknik pengambilan data yang digunakan pada penelitian ini adalah tes dan angket. Tes berupa soal uraian untuk mengukur kemampuan berpikir kreatif matematis, dan angket untuk mengukur skor AQ. Angket yang digunakan adalah Adversity Response Profile (ARP). Uji hipotesis menggunakan uji anava dua jalan (Two Way Analysis Of Variance) dengan taraf signifikansi 0,05. Hasil yang diperoleh dari penelitian ini adalah terdapat pengaruh model pembelajaran terhadap kemampuan berpikir kreatif matematis siswa, tidak terdapat pengaruh tipe AQ terhadap kemampuan berpikir kreatif matematis siswa, dan tidak terdapat interaksi antara model pembelajaran dengan AQ terhadap kemampuan berpikir kreatif matematis siswa.

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Analisis Kemampuan Berpikir Kreatif Matematis: Dampak Model Open Ended dan Adversity Quotient (AQ)

Literature reviews about pedagogical innovations are of importance to determine further interventions for learning refinement and future research directions. The present study describes existing pedagogical innovations, identifies learning problems underlie the innovations, and outlines development models used for developing elementary mathematics educational innovations in Indonesia. A systematic literature review was administered to review scholarly articles published between 2014 and 2019. This time frame was drawn in relation to a new curriculum called Kurikulum 2013 introduced in early 2014. The results of this study reveal that the majority of pedagogical innovations focus on developing learning materials and techniques while fewer innovations develop learning environments. Problems underlie existing innovations mainly due to the elementary students who reluctant to learn mathematics, the less competent teachers, and the old-fashioned learning resources. Research and development in elementary mathematics were commonly conducted using Borg & Gall, ADDIE, and 4D models. The evidence from this study suggests that forthcoming mathematics teaching and learning process should be conducted in more enjoyable manners such as practicing microgame-based learning in either physical or digital learning spaces. One of the most sensible research agendas is to develop joyful learning environments to address the interrelated complex problems among students, teachers, and learning resources in elementary mathematics learning in Indonesia.

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Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.

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Learning mathematical modelling with augmented reality mobile math trails program: how can it work?

Purpose of this research is to describe about mathematics communication in RME setting of junior school student. Subject of the research were grade 8 students in Semarang City. Data obtained from the student’s work in solving contextual problems on the subject of the Ratio and the subject of System of Linear Equations with Two Variables. The student’s work is categorized into 5 levels (the lowest level (0) to the highest level (IV)). For leveling researchers developed a scoring rubric with reference to the communication of mathematics quantitative criteria for scoring mathematical communication. Data were analyzed descriptivelyquantitative. The work of students was also analyzed qualitatively by referring to Qualitative Analytic Scoring Procedure for communication of mathematics. The results can be expressed are: for subject ratio: 78% level I, level II, 15%, 5% level III, level IV 2%. As for the subject of Systems of Linear Equations with Two Variables: level I: 67%, level II: 18%, level III: 8%, level IV: 7%. Both of subject in level V were not achieved.

Kemampuan komunikasi matematika siswa smp dalam setting pembelajaran rme (realistic mathematics education)

Penelitian ini bertujuan untuk memperoleh deskripsi tingkat berpikir kreatif pada geometri siswa SMP Kelas VII ditinjau dari gaya kognitif dalam setting Problem Based Learning. Subjek penelitian ini adalah siswa kelas VII. Teknik pengumpulan data menggunakan tes berpikir kreatif matematika dan wawancara. Analisis tes berpikir kreatif matematika mengacu pada tiga komponen berpikir kreatif yaitu kefasihan, fleksibilitas, dan kebaruan. Analisis data dilakukan dengan langkah-langkah tahap reduksi data, tahap penyajian data, tahap verifikasi dan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) tingkat berpikir kreatif siswa ditinjau dari gaya kognitif reflektif diperoleh hasil tingkat berpikir kreatif (TBK) 3 yang berarti kreatif, (2) tingkat berpikir kreatif siswa ditinjau dari gaya kognitif impulsif diperoleh tingkat berpikir kreatif (TBK) 1 yang berarti kurang kreatif dan tingkat berpikir kreatif (TBK) 4 yang berarti sangat kreatif.

Tingkat berpikir kreatif pada geometri siswa kelas vii ditinjau dari gaya kognitif dalam setting problem based learning

The art of creative thinking needs to develop and taught to students because by thinking creativity, students are able to solve the problem they have, the students become more independent, creating reliable and talented human resources, and skillful in the future. The purpose of this research is to find out the creative thinking ability in the mathematic aspect of Elementary School Mardi Rahayu 02 Ungaran students. The data collection was done by giving four questions of students' creative thinking ability on KPK and FPB materials along with with interview the students. The research was done to 31 students of class IVC. The method used is qualitative descriptive method. Creative thinking ability is important in Era 4.0 where the development of knowledge becomes really fast. The average achievement of every creative thinking indicator is fluency 45,8% and flexibility 58,3%, whereas originality and elaboration indicator reaches 33,3%. The conclusion from this research is that the creative thinking ability of Elementary School Mardi Rahayu 02 Ungaran students need to improve

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The important of creative thinking ability in elementary school students for 4.0 era

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan siswa pada aspek berpikir kreatif menggunakan pembelajaran Model Eliciting Activities dan untuk mendeskripsikan kemampuan siswa pada aspek berpikir kreatif berdasarkan gaya belajar siswa. Metode yang digunakan pada penelitian ini adalah penelitian kombinasi (mixed methods) dengan metode kualitatif sebagai metode primer dan metode kuantitatif sebagai metode sekunder. Pengumpulan data dilakukan melalui dua tahap, yaitu tahap pengumpulan data kuantitatif dan data kualitatif. Untuk data kuantitatif diperoleh dari hasil nilai pretest dan posttest. Untuk data kualitatif diperoleh dari hasil wawancara sebanyak 3 siswa dari masing-masing gaya belajar. Hasil penelitian menunjukkan bahwa: (1) Model pembelajaran MEA dapat meningkatkan kemampuan siswa pada aspek berpikir kreatif dalam kategori sedang dengan indeks gain sebesar 0,35; (2) kemampuan siswa accomodating pada aspek berpikir kreatif diperoleh Tingkat Berpikir Kreatif (TBK) level 4 atau sangat kreatif, (3) kemampuan siswa diverging pada aspek berpikir kreatif diperoleh Tingkat Berpikir Kreatif (TBK) level 3 atau kreatif, (4) kemampuan siswa assimilating pada aspek berpikir kreatif diperoleh Tingkat Berpikir Kreatif (TBK) level 4 atau sangat kreatif, (5) kemampuan siswa converging pada aspek berpikir kreatif diperoleh Tingkat Berpikir Kreatif (TBK) level 4 atau sangat kreatif.

Mohammad Asikin

Papers

Learning mathematical modelling with augmented reality mobile math trails program: how can it work?

Kemampuan komunikasi matematika siswa smp dalam setting pembelajaran rme (realistic mathematics education)

Tingkat berpikir kreatif pada geometri siswa kelas vii ditinjau dari gaya kognitif dalam setting problem based learning

The important of creative thinking ability in elementary school students for 4.0 era

Analisis Kemampuan Berpikir Kreatif Siswa Ditinjau dari Gaya Belajar pada Pembelajaran Model Eliciting Activities (MEA)