Process Skills Mathematics Learning in Elementary School
DOI:
https://doi.org/10.23887/jpp.v54i3.37180Kata Kunci:
Education, Process Skills, MathematicsAbstrak
There are still many students who have difficulty learning mathematics. It is because mathematics contains symbols, calculations and abstract concepts that students find it difficult to understand mathematical material. In addition, the process skills of students at the elementary school level are deficient. This study aimed to analyze the differences and the relationship between students' process skills between elementary school students in mathematics with speed and discharge material. This study uses quantitative methods with associative and comparative types. The population in this study amounted to 216 students. The research sample amounted to 72 using the simple random sampling technique. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test questions. The techniques used to analyze the data are qualitative descriptive analysis, quantitative, and inferential statistics. The study results were that there were significant differences in student process skills between elementary school (SD) and MIS (Masrasah Ibtidaiyah) students in learning mathematics with speed and discharge material. From the correlation test results, it is known that there is a relationship between the variable process skills of elementary school students and Madrasah Ibtidaiyah in mathematics with speed and discharge. Public schools have the same portion for all subjects, while madrasah Ibtidaiyah has a more significant portion for religious subjects.Referensi
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-bakinde, N. T., & Olawoyin, L. A. (2020). Multimedia tools in the teaching and learning processes : A systematic review. Heliyon, 6(October), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312.
Ambussaidi, I., & Yang, Y.-F. (2019). The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan. International Journal of Education and Learning, 1(2), 50–62. https://doi.org/10.31763/ijele.v1i2.39.
Arantika, J., Saputro, S., & Mulayani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills Effectiveness of guided inquiry-based module to improve science process skills. International Conference on Mathematics and Science Education, 0–6. https://doi.org/10.1088/1742-6596/1157/4/042019.
Argaheni, N. B. (2020). Sistematik Review: Dampak Perkuliahan Daring Saat Pandemi COVID-19 Terhadap Mahasiswa Indonesia. PLACENTUM: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008.
Arsaythamby, V., & Zubainur, C. M. (2014). How a Realistic Mathematics Educational Approach Affect Students’ Activities in Primary Schools? Procedia - Social and Behavioral Sciences, 159. https://doi.org/10.1016/j.sbspro.2014.12.378.
Arsy, H. I., Prasetyo, A. P. B., & Subali, B. (2020). Predict-Observe-Explain Strategy with Group Investigation Effect on Students ’ Critical Thinking Skills and Learning Achievement. Journal of Primary Education, 9(1), 75–83. https://doi.org/10.15294/jpe.v9i1.29109.
Awidi, I. T., Paynter, M., & Vujosevic, T. (2019). Facebook group in the learning design of a higher education course: An analysis of factors influencing positive learning experience for students. Computers & Education, 129. https://doi.org/10.1016/j.compedu.2018.10.018.
Bicer, A., Marquez, A., Colindres, K. V. M., Schanke, A. A., & Castellon, L. B. (2021). Investigating creativity-directed tasks in middle school mathematics curricula. Thinking Skills and Creativity, 40. https://doi.org/10.1016/j.tsc.2021.100823.
Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Researc, 65. https://doi.org/10.1016/j.ijer.2013.09.006.
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y.
Cho, W., Kim, H., Kim, D., Kim, S., & Kwon, I. (2021). Reproduction strategy of radiation data with compensation of data loss using a deep learning technique. Nuclear Engineering and Technology, 53(7). https://doi.org/10.1016/j.net.2021.01.012.
Cloonan, M. R., Cloonan, D. J., Schlitzkus, L. L., & Fingeret, A. L. (2020). Learners with Experience in Surgical Scrub Benefit from Additional Education with an Interactive E-Learning Module. Journal of the American College of Surgeons, 4(2). https://doi.org/10.1016/j.jamcollsurg.2020.08.521.
Costa, R. D., Souza, G. F., Valentim, R. A. M., & Castro, T. B. (2020). The theory of learning styles applied to distance learning. Cognitive Systems Research, 64. https://doi.org/10.1016/j.cogsys.2020.08.004.
Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100017.
Devetak, I., Glažar, S. A., & Vogrinc, J. (2010). The role of qualitative research in science education. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 77–84. https://doi.org/10.12973/ejmste/75229.
Devi, M., Annamalai, M. A. R., & Veeramuthu, S. P. (2020). Literature education and industrial revolution 4.0. Universal Journal of Educational Research, 8(3), 1027–1036. https://doi.org/10.13189/ujer.2020.080337.
Enteria, O., & Casumpang, P. F. H. (2019). Effectiveness of Developed Comic Strips as Intructional Materials in Teaching Specific Science Concepts. International Journal for Innovation Education and Research, 7(10), 876–882. https://doi.org/10.31686/ijier.vol7.iss10.1835.
Faize, F. A., Husain, W., & Nisar, F. (2018). A critical review of scientific argumentation in science education. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 475–483. https://doi.org/10.12973/ejmste/80353.
Fathollahzadeh, K., Mardaneh, E., Cigla, M., & Asad, M. W. A. (2021). A mathematical model for open pit mine production scheduling with Grade Engineering® and stockpiling. International Journal of Mining Science and Technology, 31(4). https://doi.org/10.1016/j.ijmst.2021.03.011.
Fu, B., Zhang, P., & Wang, C. (2012). A Cooperation Strategy for Shooting in Robot Soccer Competition Based on the Multi-Suppose Tree. Procedia Engineering, 29. https://doi.org/10.1016/j.proeng.2012.01.155.
Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 185–189. https://doi.org/10.12973/ejmste/75397.
Herreras, E. B. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1). https://doi.org/10.1016/j.aipprr.2017.02.001.
Labouta, H. I., Kenny, N. A., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. T. (2018). (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. , 40(12), 1476–1492. https://doi.org/. International Journal of Science Education, 40(12). https://doi.org/10.1080/09500693.2018.1484966.
Li, J., Zhao, M., Dai, C., Wang, Z., & Pecht, M. (2021). A mathematical method for open-circuit potential curve acquisition for lithium-ion batteries. Journal of Electroanalytical Chemistry, 895. https://doi.org/10.1016/j.jelechem.2021.115488.
Lukitasari, Purnamasari, Utami, & Sukri. (2019). Blended-Problem-Based Learning: How its impact on students’ critical thingking skills? Jurnal Pendidikan Biologi Indonesia, 5(3), 425–434. https://doi.org/10.22219/jpbi.v5i3.10048.
Magrifah. (2015). Pengaruh Konsep Diri dan Kebiasaan Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 6 Bontomantene. Mapan: Jurnal Matematika Dan Pembelajaran, 3(1). https://doi.org/10.24252/mapan.2015v3n1a9.
Mutlu, A. (2020). Evaluation of students’ scientific process skills through reflective worksheets in the inquiry-based learning environments. Reflective Practice, 21(2). https://doi.org/10.1080/14623943.2020.1736999.
Nugraheni, N. (2017). Penerapan Media Komik Pada Pembelajaran Matematika Di Sekolah Dasar. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 7(2), 111–117. https://doi.org/10.24176/re.v7i2.1587.
Nur, A. S., & Palabo, M. (2018). Profil Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Perbedaan Gaya Kognitif dan Gender. Jurnal Matematika Kreatif-Inovatif, 9(2), 139–148. https://doi.org/10.15294/kreano.v9i2.15067.
Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning. Journal on Mathematics Education, 10(2), 229–238. https://doi.org/10.22342/jme.10.2.5386.229-238.
Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042–1058. https://doi.org/10.1080/0020739X.2019.1648893.
Pane, N. A., Nyeneng, & Distrik. (2020). The Effect Of Predict Observe Explain Learning Model Against Science Process Skills Of Hight School Students. Jurnal Pendidikan Matematika Dan Ipa, 11(1), 111–119. https://doi.org/10.26418/jpmipa.v10i2.27630.
Pratono, A., Sumarti, S. S., & Wijayati, N. (2018). Contribution of Assisted Inquiry Model of E-Module to Students Science Process Skill. Journal of Innovative Science Education, 7(1), 62–68. https://doi.org/10.15294/jise.v7i1.20633.
Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103710.
Satyawan, I. M., Wahjoedi, W., & Swadesi, I. K. I. (2021). The Effectiveness of Online Learning Through Undiksha E-Learning During the Covid-19 Pandemic. Journal Education Technology, 5(2). https://doi.org/10.23887/jet.v5i2.32364.
Solé-Llussà, Anna, Aguilar, & Ibáñez, M. (2019). Video worked examples to promote elementary students’ science process skills: a fruit decomposition inquiry activity. Journal of Biological Education, 1(2). https://doi.org/10.1080/00219266.2019.1699149.
Stender, A., Schwichow, M., Zimmerman, C., & Härtig, H. (2018). (2018). Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry. International Journal of Science Education, 40(15). https://doi.org/10.1080/09500693.2018.1504346.
Stender Solihatin, E. (2017). Pengaruh Pembelajaran Berbasis Internet dan Konsep Diri Terhadap Hasil Peer Teaching. JTP - Jurnal Teknologi Pendidikan, 19(1). http://journal.unj.ac.id/unj/index.php/jtp/article/view/5331.
Stylinski, C. D., Peterman, K., Phillips, T., Linhart, J., & Becker-Klein, R. (2020). Assessing science inquiry skills of citizen science volunteers: a snapshot of the field. International Journal of Science Education, 10(1). https://doi.org/10.1080/21548455.2020.1719288.
Triwahyuningtyas, D., Ningtyas, A. S., & Rahayu, S. (2020). The problem-based learning e-module of planes using Kvisoft Flipbook Maker for elementary school students. Jurnal Prima Edukasia, 8(2), 199–208. https://doi.org/10.21831/jpe.v8i2.34446.
Tseng, H., Yi, X., & Yeh, H. T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95. https://doi.org/10.1016/j.chb.2018.11.035.
Tsui, J. M., & Mazzocco, M. M. (2006). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29(2), 132–139. https://doi.org/10.1080/02783190709554397.
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4). https://doi.org/10.1080/1350293X.2020.1783924.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(January), 103818. https://doi.org/10.1016/j.compedu.2020.103818.
Wilde, N., & Hsu, A. (2019). The Influence of General Self-Efficacy on the Interpretation of Vicarious Experience Information Within Online Learning. International Journal of Educational Technology in Higher Education, 16(1), 1–20. https://doi.org/10.1186/s41239-019-0158-x.
Wulandari, I. G. A. A. (2020). Implementation of the 2013 Curriculum Based on a Scientific Approach (Case Study at SD Cluster II Kintamani). International Journal of Elementary Education, 4(3), 422–430. https://doi.org/10.23887/ijee.v4i3.28172.
Yusuf, I., & Widyaningsih, S. W. (2020). Implementing e-learning-based virtual laboratory media to students’ metacognitive skills. International Journal of Emerging Technologies in Learning, 15(5), 63–74. https://doi.org/10.3991/ijet.v15i05.12029.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Authors who publish with Jurnal Pendidikan dan Pengajaran agree to the following terms:- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
