The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
The document discusses sets of axioms and finite geometries. It begins by defining geometry as "earth measure" from its Greek roots and discusses some early examples of geometry like Eratosthenes' measurement of the circumference of the Earth. It then discusses the development of geometry through the Greeks and Euclid, including undefined terms, axioms, postulates, and theorems. It provides examples of Euclid's axioms and postulates and discusses modern refinements. Finally, it introduces finite geometries, which have a finite number of elements, and provides an example of a three-point geometry with its axioms and a proof of one of its theorems.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
The document discusses several paradigm shifts in education, including the teacher's changing role from imparting knowledge to facilitating thinking, and the learner's role becoming more active and autonomous. It also outlines innovative strategies for education like integrating technology, cooperative learning approaches, integrating curricula, and teachers becoming co-learners alongside students. Finally, it discusses how the constructivist approach positions students as active participants in building knowledge collaboratively with teachers.
This document provides an overview of the history of mathematics, beginning with ancient civilizations like Babylonia, Egypt, and Greece. It discusses important mathematicians and their contributions, including Pythagoras, Euclid, Archimedes, Brahmagupta, Fibonacci, Descartes, Newton, Euler, Gauss, and Ramanujan. Key advances and discoveries are highlighted, such as the development of algebra, calculus, complex numbers, and non-Euclidean geometry. The document traces the evolution of mathematics from ancient times through the modern era.
Lesson 3 the role of education in technology in learning by; evangelista, mar...glaisarowe
This document discusses the role of educational technology in learning from both traditional and constructivist perspectives. From a traditional view, technology serves as a delivery system for instructional lessons and as a source of knowledge. However, from a constructivist view, technology is seen as a learning tool that students learn with by helping them build personal interpretations and representing their understanding. The document outlines several roles of technology from this perspective, including as a tool for knowledge construction, a vehicle for exploring information, a context for learning by doing, a social medium for collaboration, and an intellectual partner for reflection. When used effectively from either view, research shows technology can increase learning, understanding, motivation, and the development of skills like critical thinking and problem solving.
Nature and principles of teaching and learning mathJunarie Ramirez
This document discusses effective teaching of mathematics. It outlines three phases of mathematical inquiry: (1) abstraction and symbolic representation, (2) manipulating mathematical statements, and (3) application. It also discusses the nature and principles of teaching mathematics, including that mathematics relies on both logic and creativity. Effective teaching requires understanding what students know and challenging them, as well as using worthwhile tasks to engage them intellectually. Teachers must have mathematical knowledge and commit to students' understanding.
The document discusses sets of axioms and finite geometries. It begins by defining geometry as "earth measure" from its Greek roots and discusses some early examples of geometry like Eratosthenes' measurement of the circumference of the Earth. It then discusses the development of geometry through the Greeks and Euclid, including undefined terms, axioms, postulates, and theorems. It provides examples of Euclid's axioms and postulates and discusses modern refinements. Finally, it introduces finite geometries, which have a finite number of elements, and provides an example of a three-point geometry with its axioms and a proof of one of its theorems.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
The document discusses several paradigm shifts in education, including the teacher's changing role from imparting knowledge to facilitating thinking, and the learner's role becoming more active and autonomous. It also outlines innovative strategies for education like integrating technology, cooperative learning approaches, integrating curricula, and teachers becoming co-learners alongside students. Finally, it discusses how the constructivist approach positions students as active participants in building knowledge collaboratively with teachers.
This document provides an overview of the history of mathematics, beginning with ancient civilizations like Babylonia, Egypt, and Greece. It discusses important mathematicians and their contributions, including Pythagoras, Euclid, Archimedes, Brahmagupta, Fibonacci, Descartes, Newton, Euler, Gauss, and Ramanujan. Key advances and discoveries are highlighted, such as the development of algebra, calculus, complex numbers, and non-Euclidean geometry. The document traces the evolution of mathematics from ancient times through the modern era.
Lesson 3 the role of education in technology in learning by; evangelista, mar...glaisarowe
This document discusses the role of educational technology in learning from both traditional and constructivist perspectives. From a traditional view, technology serves as a delivery system for instructional lessons and as a source of knowledge. However, from a constructivist view, technology is seen as a learning tool that students learn with by helping them build personal interpretations and representing their understanding. The document outlines several roles of technology from this perspective, including as a tool for knowledge construction, a vehicle for exploring information, a context for learning by doing, a social medium for collaboration, and an intellectual partner for reflection. When used effectively from either view, research shows technology can increase learning, understanding, motivation, and the development of skills like critical thinking and problem solving.
Nature and principles of teaching and learning mathJunarie Ramirez
This document discusses effective teaching of mathematics. It outlines three phases of mathematical inquiry: (1) abstraction and symbolic representation, (2) manipulating mathematical statements, and (3) application. It also discusses the nature and principles of teaching mathematics, including that mathematics relies on both logic and creativity. Effective teaching requires understanding what students know and challenging them, as well as using worthwhile tasks to engage them intellectually. Teachers must have mathematical knowledge and commit to students' understanding.
This document outlines a lesson plan for teaching measures of position for ungrouped data in Grade 10 Mathematics. The lesson focuses on calculating quartiles. Students will illustrate and calculate the quartiles in ungrouped data sets. They will practice finding the first quartile (Q1), second quartile (Q2/median), and third quartile (Q3) using formulas and examples. The lesson motivates students with a data set example of customer numbers at a coffee shop and has them find Q1 and Q3. Formulas for Q1 and Q3 using the Mendenhall and Sincich method are provided. Students will complete an activity finding quartiles in sample data sets in pairs.
Lesson plan in mathematics 8 (Factoring Perfect Square Trinomial) Rachel Ann
This lesson plan teaches students how to factor perfect square trinomials. It begins with introducing the learning competency and objectives of factoring perfect square trinomials. Examples are provided to demonstrate the steps: getting the square root of the first and last terms and listing them as a sum or difference. Students practice this by factoring examples as a group activity and individually. They summarize the key points and apply the process to new problems, concluding with an assignment to factor additional perfect square trinomials independently.
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Realia refers to real objects used in the classroom to enhance learning by making it more engaging and memorable. Some benefits are that real objects capture students' attention, provide hands-on learning, and help students understand new vocabulary. Models are representations of real objects, events, or systems that allow students to examine things more closely and operate replicas when the real object is too large, small, or inaccessible. Both realia and models make classroom lessons more interactive and help illustrate concepts, though realia may not support all cultural distinctions and models could distort some real concepts.
The document provides a lesson plan on teaching students about circles and their parts. The lesson plan outlines the learning objectives, materials needed, and step-by-step procedures for the teacher. It involves motivating students with an activity to identify circular objects, presenting definitions and having students draw examples of the parts of a circle including the radius, diameter, chord, secant, and tangent. Students then practice applying their knowledge to identify these parts in different illustrations. Finally, the lesson assesses students through a drawing exercise and assigns future study of central angles, inscribed angles, and arcs of a circle.
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
This document provides an overview of the educational philosophy of reconstructionism. It discusses the key assumptions, principles, and implications for curriculum, roles of teachers and students, and classroom management. Reconstructionism emerged in reaction to World War II and emphasizes addressing social questions and creating a better society. It believes that education must commit to creating new democratic social orders that fulfill basic cultural values. The curriculum focuses on social problems and reform. Teachers are to prepare students for social change and revolution by discussing social issues. Students are given freedom to critically analyze problems and work towards new reforms. Classroom management aims to actively involve students in bringing real-world issues into the classroom.
The lesson plan discusses measures of central tendency for ungrouped data. It defines the three measures - mean, median, and mode. The lesson explains how to calculate each measure through examples and formulas. Students will practice finding the mean, median, and mode of various data sets.
Non-projected visuals are instructional aids that do not require equipment for projection. They include real objects, models, pictures, field trips, and displays. Some advantages are low cost, no need for electricity, and ability to be used in different levels and subjects. However, they can be damaged easily and hard to store. Common types are real objects, models, mobiles, pictures, graphics, photography, and field trips. Guidelines for use include making materials large enough for groups, limiting distraction, and asking questions to encourage interaction.
1. The document discusses various strategies for teaching mathematics, including focusing on knowledge and skill goals, understanding goals, and problem-solving goals.
2. Key strategies discussed are the problem-solving strategy, concept attainment strategy, and concept formation strategy.
3. The problem-solving strategy involves steps like restating the problem, identifying key information, estimating, and checking solutions. The concept attainment strategy helps students identify essential attributes of concepts. The concept formation strategy helps students make connections between elements of a concept.
This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
The lesson plan summarizes adding rational numbers in three steps:
1) Look at the denominators and either copy similar denominators or multiply different denominators.
2) Add the numerators.
3) Simplify the fraction to its lowest terms if possible.
The lesson includes activities where students form groups to arrange problems with rational number equations and create and solve real-life problems involving adding rational numbers. Students also individually solve equations on balloons. The lesson aims to teach students to properly add rational numbers by following the three steps.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document explores patterns in polygons based on their number of points. It presents data showing that the maximum number of chords in an n-point polygon is n(n-1)/2, and the maximum number of regions is 2n-1. These formulas are supported by data from diagrams of polygons with 1 to 5 points. While the formulas have been tested against examples, they have not yet been formally proven.
Educational Philosophy in relation to curriculumjoeri Neri
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Selection & use of teaching strategies & different approachesRuth Flores
The document discusses various teaching strategies and approaches. It begins by outlining 5 guiding principles for selecting strategies: 1) learning is active, 2) involving multiple senses enhances learning, 3) emotion increases retention, 4) meaningful learning connects to students' lives, and 5) teaching should go beyond recall to develop higher-order thinking. It then describes direct/expository approaches like lecture and demonstration methods. Indirect/guided approaches discussed include inquiry-based learning, problem-solving, and project-based learning. A variety of teaching methods are suitable depending on objectives, content, and learners. An integrated approach using multiple strategies is most effective.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
This document outlines a lesson plan for teaching measures of position for ungrouped data in Grade 10 Mathematics. The lesson focuses on calculating quartiles. Students will illustrate and calculate the quartiles in ungrouped data sets. They will practice finding the first quartile (Q1), second quartile (Q2/median), and third quartile (Q3) using formulas and examples. The lesson motivates students with a data set example of customer numbers at a coffee shop and has them find Q1 and Q3. Formulas for Q1 and Q3 using the Mendenhall and Sincich method are provided. Students will complete an activity finding quartiles in sample data sets in pairs.
Lesson plan in mathematics 8 (Factoring Perfect Square Trinomial) Rachel Ann
This lesson plan teaches students how to factor perfect square trinomials. It begins with introducing the learning competency and objectives of factoring perfect square trinomials. Examples are provided to demonstrate the steps: getting the square root of the first and last terms and listing them as a sum or difference. Students practice this by factoring examples as a group activity and individually. They summarize the key points and apply the process to new problems, concluding with an assignment to factor additional perfect square trinomials independently.
The slide show was developed by me and my student Snehasis on account of Mathematics day and presented in National Meet at NCERT,New Delhi
Pratima Nayak (pnpratima@gmail.com)
Realia refers to real objects used in the classroom to enhance learning by making it more engaging and memorable. Some benefits are that real objects capture students' attention, provide hands-on learning, and help students understand new vocabulary. Models are representations of real objects, events, or systems that allow students to examine things more closely and operate replicas when the real object is too large, small, or inaccessible. Both realia and models make classroom lessons more interactive and help illustrate concepts, though realia may not support all cultural distinctions and models could distort some real concepts.
The document provides a lesson plan on teaching students about circles and their parts. The lesson plan outlines the learning objectives, materials needed, and step-by-step procedures for the teacher. It involves motivating students with an activity to identify circular objects, presenting definitions and having students draw examples of the parts of a circle including the radius, diameter, chord, secant, and tangent. Students then practice applying their knowledge to identify these parts in different illustrations. Finally, the lesson assesses students through a drawing exercise and assigns future study of central angles, inscribed angles, and arcs of a circle.
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
This document provides an overview of the educational philosophy of reconstructionism. It discusses the key assumptions, principles, and implications for curriculum, roles of teachers and students, and classroom management. Reconstructionism emerged in reaction to World War II and emphasizes addressing social questions and creating a better society. It believes that education must commit to creating new democratic social orders that fulfill basic cultural values. The curriculum focuses on social problems and reform. Teachers are to prepare students for social change and revolution by discussing social issues. Students are given freedom to critically analyze problems and work towards new reforms. Classroom management aims to actively involve students in bringing real-world issues into the classroom.
The lesson plan discusses measures of central tendency for ungrouped data. It defines the three measures - mean, median, and mode. The lesson explains how to calculate each measure through examples and formulas. Students will practice finding the mean, median, and mode of various data sets.
Non-projected visuals are instructional aids that do not require equipment for projection. They include real objects, models, pictures, field trips, and displays. Some advantages are low cost, no need for electricity, and ability to be used in different levels and subjects. However, they can be damaged easily and hard to store. Common types are real objects, models, mobiles, pictures, graphics, photography, and field trips. Guidelines for use include making materials large enough for groups, limiting distraction, and asking questions to encourage interaction.
1. The document discusses various strategies for teaching mathematics, including focusing on knowledge and skill goals, understanding goals, and problem-solving goals.
2. Key strategies discussed are the problem-solving strategy, concept attainment strategy, and concept formation strategy.
3. The problem-solving strategy involves steps like restating the problem, identifying key information, estimating, and checking solutions. The concept attainment strategy helps students identify essential attributes of concepts. The concept formation strategy helps students make connections between elements of a concept.
This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
The lesson plan summarizes adding rational numbers in three steps:
1) Look at the denominators and either copy similar denominators or multiply different denominators.
2) Add the numerators.
3) Simplify the fraction to its lowest terms if possible.
The lesson includes activities where students form groups to arrange problems with rational number equations and create and solve real-life problems involving adding rational numbers. Students also individually solve equations on balloons. The lesson aims to teach students to properly add rational numbers by following the three steps.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document explores patterns in polygons based on their number of points. It presents data showing that the maximum number of chords in an n-point polygon is n(n-1)/2, and the maximum number of regions is 2n-1. These formulas are supported by data from diagrams of polygons with 1 to 5 points. While the formulas have been tested against examples, they have not yet been formally proven.
Educational Philosophy in relation to curriculumjoeri Neri
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Selection & use of teaching strategies & different approachesRuth Flores
The document discusses various teaching strategies and approaches. It begins by outlining 5 guiding principles for selecting strategies: 1) learning is active, 2) involving multiple senses enhances learning, 3) emotion increases retention, 4) meaningful learning connects to students' lives, and 5) teaching should go beyond recall to develop higher-order thinking. It then describes direct/expository approaches like lecture and demonstration methods. Indirect/guided approaches discussed include inquiry-based learning, problem-solving, and project-based learning. A variety of teaching methods are suitable depending on objectives, content, and learners. An integrated approach using multiple strategies is most effective.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
A brainstorming flipped classroom approach for improvingAbi Uwais
The document describes a study that tested a brainstorming flipped classroom approach for teaching civics education. The study found that using this approach improved students' learning performance, motivation, interactions with teachers and peers, and creativity compared to a control group that used direct teaching. Specifically:
- The experimental group used a brainstorming flipped classroom approach where students learned content at home and then discussed topics in class guided by the teacher using brainstorming.
- A quasi-experiment over 6 weeks involved 56 junior high students, with the experimental group using the brainstorming flipped classroom and the control using direct teaching.
- Results showed the flipped classroom approach increased performance, motivation for civics, participation attitudes,
Is Collaborative Learning Improve The Academic Performance...Dawn Robertson
The document discusses the importance of effective professional communication among diverse colleagues and members of society. It states that the author regularly assists crew members with electronic job tasks and time card submissions. The author also electronically documents essential information regarding work incidents, complaints, potential hazards, and notifies supervisors of vital information in a timely manner through appropriate verbal communication methods. The focus is on performing duties efficiently through collaborative communication that fosters responsive methods of verbal interaction.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Effect of implementation lesson study to improve students’ learning achieveme...Alexander Decker
1) The study aimed to determine the success of using a lesson study approach with cooperative learning models to improve student achievement in Calculus I.
2) The results showed student achievement improved, with 85.71% mastery of relationships and functions material and 82.14% mastery of derivatives material.
3) The lesson study approach allowed knowledge sharing between faculty, students, and between faculty members, improving the learning process.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
This document describes a research study that developed mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills. The study used a descriptive qualitative method and the 4-D model to develop geometry materials for 10th grade students across North Sumatra, Indonesia. The results found that the materials were valid, simple to use, and effective based on expert reviews and positive student responses during trials. The developed materials are designed to engage students actively in the learning process and encourage higher-order thinking.
1. The document describes a study on developing mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills.
2. The study used a descriptive qualitative method and the 4-D model to develop geometry teaching materials including a teacher's manual, student handbook, and worksheets.
3. The results found that the developed materials were valid, practical to use, and effective in engaging students based on observations and student feedback. The materials helped enhance students' logical thinking, problem-solving, and communication skills.
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
Examining the effectiveness of some creative teaching techniques used at the ...Alexander Decker
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University onrandomlyselected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students’ participation. Students’ academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
This document discusses the jigsaw classroom cooperative learning method. It explains that the jigsaw method assigns each student a specific task or piece of information that is essential to the group's final product, making each student feel important. It then discusses how Professor Aronson developed this method to reduce tensions between racial groups in a school by changing the classroom focus from competition to cooperation through mixed small groups. Each group member depends on others to complete the group task.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
Similar to Implementation of think-pair-share to mathematics instruction (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Main Java[All of the Base Concepts}.docxadhitya5119
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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2. J. Edu. & Learn. ISSN: 2089-9823
Implementation of think-pair-share to mathematics instruction (Benidiktus Tanujaya)
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achievement. One effort that can be done by the teacher is to use a learning model that can condition students
to learn actively so that they can interact with other students. One of active learning model that can be used is
the cooperative learning model [7].
The cooperative learning model is an instructional model that requires students to be responsible for
themselves and their group. By using the learning model, students will more easily find and understand
difficult concepts. They are discussing with their peers regularly working in groups to help each other in
solving complex problems. So, the cooperative learning model improves not only knowledge but also social
development skills and communication [8]. When learning in a cooperative model, students have to be active
and participate in all of the learning processes by searching for new information to be studied independently
with available materials [9].
Furthermore, students in the cooperative learning atmosphere have opportunities to help each other
to improve their achievement and retention, increase self-esteem and inherent motivation, and develop more
positive attitudes toward learning skills and social skills. The cooperative learning helps students to learn
academic knowledge under the supervision of a teacher, and at the same time they can develop
communication skills and values through collaborative interaction [10].
In a cooperative learning model, there are several types of learning techniques, such as Number
Head Together, Jigsaw, Make a Match, and Think Pair Share. Think-Pair-Share (TPS) is an instructional
strategy designed to providing students a topic for thinking about. The learning model is facilitating students
to generate opinion individually and share it with another. TPS is a learning approach to persuade student
classroom involvement. Contrary to the classical method in which a teacher poses a question and one student
offers a response, TPS encourages a high degree of student’s response and can help keep students on task.
The think-pair-share has some advantages. Students have a lot of time to think, respond, and help
each other. The teacher only to deliver the material briefly, request a problem, and then supervises students to
think more deeply about the content that has been described and experienced. This method can encourage
students to be enthusiastic in working together. Therefore, by applying the type of cooperative learning,
learning outcomes of students who learn on their own are better.
The think-pair-share learning activity is learner-centered instruction. The model is a collaborative
teaching strategy that widely used in higher education. The TPS activity encourages student learning through
a sequence of three “stages.” First, students thinking about the subject matter individually, then pair with a
partner in class to discuss the assignment, and finally, share thoughts from their debates with the class.
TPS is considered to not only improve student learning, but it also participates in all students in discussions,
including those who may be more reserved and less likely to share unprompted in the class [11]. Teachers
should evaluate how students understand the assignment by walking around to listen in on some groups
reflections before then facilitating a more considerable class discussion [12].
Some educational research results confirm that the TPS learning strategy can be applied in various
scholarly disciplines of instruction. Most of these studies show that there is an increase in student learning
activities and student learning outcomes when the teaching is carried out using the TPS learning model.
English education is one of many subjects that apply this model in learning [13, 14]. This learning model is
also used to other disciplines to improve students’ learning outcomes, such as computers [15], physics,
chemistry, biology, and even in statistics [10] and mathematics [16]. In mathematics, TPS can also be applied
in various fields study, such as geometry [17], probability [18], and to improve multiple aspects of instruction
in mathematics, such as communication ability [19], learning motivation [16, 20], and critical thinking [9].
However, there are various procedures that researchers use in implementing TPS. The learning
model, according to Teacher Vision [21], is a cooperative model that encourages individual participation and
is applicable across all grade levels and class sizes. During the model implementation, the students think
through assignment using three distinct steps:
- Think: Students think independently about the question that has been posed, constructing their own
ideas individually.
- Pair: Students are grouped in pairs to discuss their opinions. This period allows students to
communicate their ideas and to consider those of others.
- Share: Student pairs share their ideas with the class. Often, students are more comfortable presenting
ideas to a group with the support of a partner.
Another example TPS implementation procedures, as used by Lightner, J. and Tomaswich, L. [22] in their study
are as follows:
- Think: Pose an open-ended question for students to answer and ask the students to think individually for
about a minute and write down their thoughts.
- Pair: Ask them to turn to the person next to them (groups of 2 or 3 only) & share their thought
process/answer with each other
- Share: Prompt students to report out on “behalf” of their group
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Meanwhile, procedure used in implementing TPS is as stated by Tint, San San and Nyunt, Ei Ei [15] as follows:
- Think: Group members of student think about a problem or issue individually.
- Pair: The student then discuss their thoughts with a friend.
- Share: Finally, large group of students summarized the presentation of some students.
Based on the three examples, it can be decided that the procedure for implementing TPS is as
follows: students individually think of the answers to the problems presented by the teacher. Students then
pair up to convey what they have thought. They discussed to get the best solution. Finally, students then
share the results of their discussions in front of the class. Other students respond and summarize the answers.
Furthermore, the researchers' experience shows that the use of TPS in mathematics has several
obstacles. Low ability students were always waiting for smarter students’ presentations. This situation causes
the dominance of intelligent students in classroom activities. This resulted in the process of mathematics
instruction by applying the TPS model, not going well [10]. As a result, all students have assignment'
answers, but not all of the students involved in the process to generate the solution. Not all students are
thinking to elicit a solution. Thus, this is contrary to the intended use of the learning model TPS.
Based on these problems, several questions need to be answered: How to implement TPS in
mathematics instruction? Have each student free to choose a partner? How can students acquire the right
partner? What is the procedure, especially in determining student pairs for mathematics teachers to apply
TPS in their lesson activities in Papua? What procedures in TPS need to be modified so the model can be
implemented in mathematics learning in Manokwari? Thus, the purpose of this study is to modify
the procedure of TPS so that it can be applied in mathematics instruction, specifically in accordance with
the character of students in Manokwari, West Papua.
2. RESEARCH METHOD
This study was carried out using Research and Development Method (R&D), which is a research
method to achieve new knowledge that it might apply to create new technology, products, services,
or systems [23]. The research method in education is known in several names, one of which is Design and
Research Development. The purpose of the process is to develop new or improved strategies to accomplish
well-specific objectives [24].
The product of this research is a new TPS learning model strategy so that its application is in line
with the characteristics of mathematics instruction and mathematics students in Manokwari, West Papua. In
other words, the researchers adapted the TPS so that it obtained a procedure that was appropriate to the
teaching of mathematics, especially in Manokwari, West Papua.
Implementation and evaluation of the TPS procedure was carried out as follows: students
individually reflect on subject matter, then pair with a partner in class to discuss the information, and finally
share ideas from their discussions with the class as a whole [12].
The researcher conducted this research on SMA Negeri 1, Manokwari West Papua. There are 39
Students of Senior Higher School who participated on this study. The study was conducted in 4 learning
periods. Reflection is carried out at the end of each lesson using the results of observation and tests.
The results of reflection are used to modify further learning.
The instruments used in this study were the observation sheet, oral test and written test. Observation
are used to evaluate student learning activities, which are carried out on each lesson. In order to increase the
validity of the study, the researchers conducted triangulation through structured interviews with several
students. Triangulation acording to Tanujaya and Mumu is a technique that utilizes data checking something
else beyond data for checking or comparison of the data. Triangulation can be done in several aspects, such
as the method, time, place, data sources, and researchers [25]. In this study, to ensure the validity of the data,
then conducted interviews with several students. The students interviewed are students who are very active
and who are not active in learning.
Oral tests were conducted randomly, especially for students and groups of students who do not
presenting the results of their discussion. Students are asked to convey what was heard in summary form.
According to Tanujaya, to find out what students have learned every day, what they are known, what are they
heard, and what are they've seen in learning, the teacher would have to ask the students to submit a summary
of the results of the discussion [26].
Written tests are carried out every day to evaluate student learning outcomes individually.
Conducting the tests every day is useful for teachers to find out the knowledge each student has. According
to Tanujaya by knowing what is mastered and unknown by students, teachers can design appropriate learning
until the next learning process can take place properly. Thus, the use of daily assessment in learning can
improve student learning outcomes [26, 27]. The test is an achievement test, i.e. a test designed to measure
the comprehension or proficiency of an individual in something that has been studied.
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The result of observations and tests are the basis for determining the next learning design. Besides
the test results, teachers can find some information about students understanding through some classroom
activities, comments, explanations, questions, and answers [28]. If learning activities are not going well and
the learning outcomes are still low, it is necessary to evaluate the learning design, especially in determining
the pair of discussions.
3. RESULTS AND ANALYSIS
The results of research measured in two main indicators, student's classroom activities and learning
achievement. Student classroom activities are the activities of students in the classroom when asked
questions, delivered the answer, did argument and provided a suggestion, while students’ learning
achievement is the result obtained by the students at the time of assignment, both oral and written tests.
The research results in two indicators, students’ activities and students’ achievement are presented in
Table 1 and Table 2.
Table 1. Description of student’s activities during the lesson
Time of observation Students’ activity
First lesson Some pairs have not shown cooperation, some still ashamed, and did not dare to present
the results of their discussions
Second lesson Most of the students involved in the discussion with the pairs, but there are some groups
that do not meet an agreement.
Third lesson Discussion getting better, but still there are some groups that not willing to presented
the results of their discussion
Fourth lesson Discussion is more conducive. Almost all students have the courage to present the
results of the discussion
In Table 1, it appears that there is a significant development in students’ learning activities
compared to the previous learning. Here is presented the improvement of student activities for four lessons.
3.1. The first lesson
The lesson was conducted using TPS procedures. After thinking about the assignment individually,
students are paired with classmates or those close to them. They were asked to discuss the task before
presenting the result of their discussion. Unfortunately, some students are not too involved in discussions
with their pairs.
Generally, they are embarrassed to express their opinions during the discussion. The results of
observation showed that these students are those who have a lower level of knowledge than others in the
class. The students tend to have low self-esteem. Self esteem is evaluations made by individuals and is
associated with an appreciation of himself. Individuals tend to express attitudes agree or disagree, and be sure
whether he is able or not to do something.
There is a positive relationship between self-esteem and academic achievement. The higher the
student's self-esteem, the higher the academic achievement. Students with low self-esteem tend to have low
academic achievement as well [29]. On the other hand, the purpose of using TPS is to increase students' self-
esteem [10]. Thus, if student self-esteem is still low, then there are obstacles in the implementation of
learning. Therefore, the teacher needs to make some corrections so that learning can be more productive,
especially to increase student self-esteem.
In order to increase the participation of all students in learning activities, especially those who have
low level of knowledge, then instruction at the second lecture conducted as follows.
3.2. The second lesson
Based on result of observations at the first lesson, the choice of student pair implemented based on
the level of knowledge. Students are asked to looking for a pair who has a similar level of academic
performance, not sitting nearby. It is expected that the pair have the same academic ability, discussion could
take place. This expectation shows something encouraging.
The results of observations on the second lesson showed that students began to conduct discussions
well. Students begin to show that they had been thinking individually. But in some cases, especially in case
of disagreement the discussion does not provide the right solution, and tends to dead-lock. On the other hand,
a pair of students who have low level of knowledge, tend to be quiet and not do a good discussion.
On the other hand, in learning mathematics, mathematics students are expected to express what is
thought in the discussion. The better the ability to think, the more successful students are in learning
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mathematics. Students who study mathematics should think mathematically individually [26, 30]. They have
to learn mathematics by/for themselves [23, 31].
Because the instruction is still not going well, some modifications were made in the selection of
discussion pairs, as did the following instruction.
3.3. The third lesson
As in the previous lesson, before establishing a group pair, each student works out the assignment
individually. Students are then asked to form groups by finding friends who know each other well. They both
don't have to have a similar level of knowledge. Once the group is established, the discussion is running well.
However, there are some pairs who lacked the courage to express opinions. At the time asked to
present the results of their discussion, they just smiled and did not dare to presented the results of their
discussion. Some groups of students did not dare to present their answers because they were not sure of the
answers. They do not have enough confidence to express their ideas in public.
Unlike self-esteem which refers to how a person feels about himself, self-confidence is how
someone feels about his abilities. Self-confidence is defined as believing in their capabilities, dare to express
an opinion, independent, optimistic, and responsibility for completing the task [32]. The confidence that can
vary from one situation to another, but there is a positive relationship between self-confidence and
mathematics achievement. Students who have low self-confident in learning tend to have low learning
outcomes [33]. Therefore, it is necessary to improve the self-confidence of students.
Self-confidence of a student can be improved in several ways, one through the help of friends who
have better academic ability [34]. Therefore, to increase students' confidence in being able to present what
they produce during paired discussions, it is necessary to form larger groups. New group members should
have higher academic ability than existing group members.
3.4. The fourth lesson
As a result of reflection on previous lessons learned, before the students presented the results of their
discussion, then formed a new group. The new group consisting of three students, two students from the
initially group, one student from another group of higher academic ability than two people in the initially
group. If needed, a new group is formed by adding one more member so that each group consists of 4
students.
New members in each group to provide additional information in order to strengthen the answers
that have been produced. New group members can also contribute correct answers. It increases self-
confidence of each student to present the results of their discussion.
Discussions on this fourth lesson went very satisfactorily. Most of the students involved in the
discussions. Almost all students have the courage to present the results of their discussion. They also did not
hesitate to give a rebuttal if a friend was mistaken when delivering the results of their discussion. Learning
more ideal on this fourth day.
The success of this learning can not be separated from the ability of teachers to reflect and find
solutions to improve the quality of learning, particularly in the preparation of a discussion group.
The ability of teachers to establish groups is one of the important factors in determining the success of an
instruction. Incorrect group formation can cause discussion in the implementation of cooperative learning
models to be useless [35].
Table 2. Description of students’ achievement during the lesson
Time of observation Students’ achievement
First lesson Less than 50% of students were able to answer correctly
Second lesson About 70% of students were able to answer questions correctly
Third lesson About 75% of students were able to answer questions correctly
Fourth lesson About 90% of students were able to answer questions correctly
Table 2 confirmations that there were increase in the number of students who answered problems
correctly, from one lesson to another lesson. This table shows that there is a tendency for a positive
correlation between students’ learning activities and students’ achievement in learning. The more active
students are in learning, the higher the student's learning achievement.
The students’ achievement progress, as shown in Table 2, is consistent with some research, which
states that there is a match between increasing student learning activities and attitudes towards mathematics
[36], and which concluded that student learning activities affect the learning outcomes [37]. Thus, it can be
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stated that the TPS learning model used is useful in increasing learning activities. The TPS learning model
has improved the learning activities, as well as improve student learning achievement.
As a type of cooperative learning, TPS helpful to increase students’ classroom activities [10].
Cooperative learning is not only to promote the student's achievement but also to inculcate the self-
development as a comprehensive person. Each student contributes in the groups to promote all students'
performance. Students involve classroom activities and changed their learning behaviors, stimulated their
cognitive activity, and improved their relationships [38].
4. CONCLUSION
Think-Pair-Share, a type of cooperative learning model can be implemented to mathematics
instruction in senior high schools in Manokwari West Papua. The implementation needs some modifications
to the procedure, particularly in the choice of pairs. When the implementation of the model, students should
be paired in groups of two before they were randomly grouped in bigger groups, for example, groups of
three, then groups of four. The bigger groups were formed after the smaller groups finish discussing the
teacher’s assignments. Pairs of students are those who already know each other well, should not have a
similar level of academic performance.
ACKNOWLEDGEMENTS
Thank you to the Directorate of Learning, Ministry of Research, Technology, and Higher Education,
for Funding the Lecturer and Teacher Collaboration Project – Penugasan Dosen ke Sekolah (PDS) year 2018.
Special thanks to Ekaningsih Bano, MPd., as a classroom teacher who helped carry out the PDS activities.
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BIOGRAPHIES OF AUTHORS
Dr. Benidiktus Tanujaya, MSi., Lecturer at Department of Mathematics Education, University of
Papua. He graduates his doctorate from The State University of Jakarta, and his master program
on statistics, IPB Bogor. His research focus on mathematics education, lesson study, and
instrument development.
Jeinne Mumu, SPd., MSc., Lecturer at Department of Mathematics Education, University of
Papua. She graduates her master from University of Gadjah Mada, Yogyakarta. Her research
focus on mathematics education, lesson study, and instrument development.