Email this article Pengembangan dan Evaluasi Pembelajaran Ubiquitous Geometry dalam Konteks Otentik dengan Experience API
Abstract
Pembelajaran haruslah otentik sehingga siswa dapat menggunakan keterampilan dan pengetahuan mereka di luar lingkup kelas. Penelitian ini bertujuan untuk menyelidiki hubungan antara perilaku belajar dan prestasi belajar siswa kelas empat saat belajar sudut dan poligon dalam pembelajaran otentik. Sistem Ubiquitous Geometry (UG) dikembangkan untuk memfasilitasi kelompok eksperimen dengan tiga kegiatan pembelajaran, yakni pengukuran otentik, anotasi, dan penilaian sejawat. Aktivitas belajar siswa direkam menggunakan Experience API (xAPI). Analisis statistik menunjukkan bahwa kelompok eksperimen memiliki prestasi belajar yang lebih baik dari kelompok kontrol. Analisis perilaku belajar baik dalam kualitas dan kuantitas menunjukkan bahwa ketiga kegiatan memiliki korelasi dengan hasil belajar. Meskipun tingkat kesulitan pertanyaan posttest lebih cocok untuk siswa SMP, kelompok eksperimen mencapai skor tinggi. Studi ini sangat menganjurkan pemanfaatan teknologi untuk belajar dalam konteks otentik untuk belajar geometri.
Learning should instil authenticity so that students are able to use their skills and knowledge beyond the classroom. This study aims to investigate relationship between learning behaviours and learning achievement of fourth grade students while learning angle and polygon in authentic learning. Ubiquitous Geometry (UG) system was developed to facilitate students with three learning activities, such as authentic measurement, annotation, and peer assessment. Students’ activities were recorded using Experience API (xAPI). The statistical analysis showed that experimental group has better learning achievement. Behavioural analysis both on quality and quantity showed that that the three ativities have correlation to learning achievement. Although our posttest questions’ difficulties were more suitable for Junior High School students, the experimental group achieved high score. This study strongly recommends utilization of advanced technology to learn in authentic contexts for learning geometry.
Keywords
Full Text:
PDFReferences
Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing, 21.
Dewey, J. (1915). The school and society,. Chicago, Ill.: The University of Chicago Press.
Dysthe, O. (2006). The challenges of assessment in a new learning culture. Conference Iceland Pedagogical University, Reykjavik, Iceland, 24.
Fauzan, A. (2002). Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools. s.n., S.l.
Hwang, W.-Y., Lin, L.-K., Ochirbat, A., Shih, T. K., & Kumara, W. G. C. W. (2015). Ubiquitous Geometry: Measuring Authentic Surroundings to Support Geometry Learning of the Sixth-Grade Students. Journal of Educational Computing Research, 52(1), 26–49. https://doi.org/10.1177/0735633114568852
Kelly, L. (2015). Effectiveness of Guided Peer Review of Student Essays in a Large Undergraduate Biology Course, 13.
Li, L., Zheng, Y., Ogata, H., & Yano, Y. (2004). A framework of ubiquitous learning environment. The Fourth International Conference on Computer and Information Technology, 2004. CIT ’04 (hlm. 345–350). https://doi.org/10.1109/CIT.2004.1357219
McGarr, O., & Clifford, A. M. (2013). ‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment. Higher Education, 65(6), 677–693. https://doi.org/10.1007/s10734-012-9570-z
Nakahara, T. (2007). Cultivating Mathematical Thinking through Representation. APEC - Tsukuba International Conference III, 9.
Ogata, H., & Yano, Y. (2004). Context-aware support for computer-supported ubiquitous learning (hlm. 27–34). IEEE. https://doi.org/10.1109/WMTE.2004.1281330
Panaoura, A. (2014). Using representations in geometry: a model of students’ cognitive and affective performance. International Journal of Mathematical Education in Science and Technology, 45(4), 498–511. https://doi.org/10.1080/0020739X.2013.851804
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Rule, A. C. (2006). Editorial: The Components of Authentic Learning, 3(1), 10.
Topping, K. J., Smith, E. F., Swanson, I., & Elliot, A. (2000). Formative Peer Assessment of Academic Writing between Postgraduate Students. Assessment & Evaluation in Higher Education, 25(2), 149–169.
Topping, Keith J. (2009). Peer Assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
Wang, H. (2017). Construction of xAPI-based Multimedia Interaction Technology in Architectural Design Teaching. International Journal of Emerging Technologies in Learning (IJET), 12(07), 101. https://doi.org/10.3991/ijet.v12i07.7220
Refbacks
- There are currently no refbacks.
