Telaah Challenge Based Learning terintegrasi STEM berbantuan GeoGebra terhadap Kemampuan Pemecahan Masalah
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Published
Feb 25, 2023
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Abstract
Kemampuan pemecahan masalah merupakan salah satu dari lima kemampuan yang menjadi tujuan pembelajaran matematika. Siswa dengan kemampuan pemecahan masalah akan dengan mudah untuk menetapkan dan menyesuaikan tujuan sesuai dengan informasi yang tersedia, mencari penting yang berguna, menetapkan sasaran pembelajaran, dan mengaplikasikan pemahaman mereka dalam menerima informasi. Kemampuan pemecahan masalah dapat dioptimalkan dengan mengintegrasikan teknologi, model, dan metode pembelajaran yang tepat untuk mendukung efektivitas pembelajaran serta untuk melatih dan menggali kemampuan pemecahan masalah siswa. Dengan bantuan GeoGebra, model challenge based learning yang terintegrasi dalam STEM dapat dilihat sebagai aplikasi pembelajaran matematika yang tujuannya untuk melatih dan memperdalam kemampuan pemecahan masalah siswa. Rancangan inovasi pembelajaran dipelajari dengan menggunakan penelusuran literatur untuk mengidentifikasi pentingnya topik yang dibahas, dan materi disarikan dari artikel, jurnal, publikasi, buku dan sumber ilmiah lainnya tentang topik yang dibahas dalam artikel ini. Data yang terkumpul dianalisis dan ditarik kesimpulan untuk merancang rencana pembelajaran yang relevan dan inovatif. Hasil penelitian menunjukkan bahwa pembelajaran dengan model Challenge Based Learning terintegrasi STEM dengan berbantuan GeoGebra dapat menjadi solusi inovatif untuk mengajar, melatih dan memperdalam kemampuan pemecahan masalah siswa.
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Dinasari, A., & Ardiansyah, A. (2023). Telaah Challenge Based Learning terintegrasi STEM berbantuan GeoGebra terhadap Kemampuan Pemecahan Masalah. PRISMA, Prosiding Seminar Nasional Matematika, 6, 25-30. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/66645
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References
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Azis, A. A., Jasruddin, J., & Reni, R. (2016). Teaching Material Development with Challenge Based Learning (CBL) Basis to Improve Critical Thinking Ability on Human Reproduction System Material of Class XI IPA 4 Students at MAN Pinrang. In Proceeding International Conference on Mathematic, Science, Technology, Education and their Applications (Vol. 1, No. 1).
Birgin, O., & Uzun Y. K. (2021). The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students' conceptual understanding and retention. Journal of Computer Assisted Learning, 37(4), 925-939.
Branca, N. A. (1980). Problem solving as a goal, process, and basic skill. Problem solving in school mathematics, 1, 3-8.
Fitzallen, N. (2015). STEM Education: What Does Mathematics Have to Offer? Mathematics Education Research Group of Australasia.
Haqq, A. A. (2013). Penerapan challenge-based learning dalam upaya meningkatkan kemampuan pemahaman konsep dan penalaran matematis siswa SMA (Doctoral dissertation, Universitas Pendidikan Indonesia).
Izzati, N., Tambunan, L. R., Susanti, S., & Siregar, N. A. R. (2019). Pengenalan pendekatan STEM sebagai inovasi pembelajaran era revolusi industri 4.0. Jurnal Anugerah, 1(2), 83-89.
Jacinto, H., & Carreira, S. (2017). Mathematical problem solving with technology: The techno-mathematical fluency of a student-with-GeoGebra. International Journal of Science and Mathematics Education, 15(6), 1115-1136.
Johnson, L., & Brown, S. (2011). Challenge based learning: The report from the implementation project (pp. 1-36). The New Media Consortium.
Khoerunnisa, D., Amiroh, A. I., Nurshalihah, N. D., & Putri, F. M. (2022). Analisis Implementasi Pembelajaran Berbasis Stem Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Dalam Era New Normal. ALGORITMA: Journal of Mathematics Education, 3(2), 169-181.
Lou, S. J., Shih, R. C., Diez, C. R., & Tseng, K. H. (2011). The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students. International Journal of Technology and Design Education, 21(2), 195-215.
Majerek, D. (2014). Application of Geogebra for teaching mathematics. Advances in science and technology research journal, 8(24), 51-54.
Milaturrahmah, N., Mardiyana, & Pramudya, I. (2017). Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century. AIP Conference Proceedings, 1868(August).
Murni, V., Sariyasa, S., & Ardana, I. M. (2017, September). GeoGebra assist discovery learning model for problem solving ability and attitude toward mathematics. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012049). IOP Publishing.
National Council of Teacher of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston: The National Council of Teachers of Mathematics, Inc
National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Nazir, M. (2014). Metode Penelitian. Bogor: Ghalia Indonesia.
Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(1), 13-25.
Nichols, M., Cator, K., & Torres, M. (2016). Challenge based learning guide. Nichols, M., Cator, K., and Torres, M., Redwood City, CA, USA.
Nikat, R. F., & Latifah, E. (2018). The evaluation of physics students’ problem-solving ability through MAUVE strategy (Magnitude, Answer, Units, Variables, and Equation). PEOPLE: International Journal of Social Sciences, 3(3), 1234-125.
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris.
Olsson, J. (2017). GeoGebra, enhancing creative mathematical reasoning (Doctoral dissertation, Umeå Universitet).
Pepin, B., & Kock, Z. jan. (2021). Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics. International Journal of Research in Undergraduate Mathematics Education, 7(2), 306–327.
Pérez-Sánchez, E. O., Chavarro-Miranda, F., & Riano-Cruz, J. D. (2020). Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience. Management in Education.
Polya, G. (2004). How to solve it: A new aspect of mathematical method (Vol. 85). Princeton university press.
Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact? European Journal of Engineering Education, 45(1), 22–37.
Suhartini & Martyanti, A. (2017). Meningkatkan kemampuan berpikir kritis pada pembelajaran geometri berbasis etnomatematika. Jurnal Gantang, 2(2), 105-111.
Tomić, M. K., Aberšek, B., & Pesek, I. (2019). GeoGebra as a spatial skills training tool among science, technology engineering and mathematics students. Computer Applications in Engineering Education, 27(6), 1506-1517.
Torlakson. (2014). Innovate: A Blueprint for Science, Technology, Engineering, and Mathematics in California Public Education. California: State Superintendent of Public Instruction.
Yoosomboon, S., & Wannapiroon, P. (2015). Development of A Challenge Based Learning Model Via Cloud Technology and Social Media for Enhancing Information Management Skills. Procedia Social and Behavioral Sciences, Vol. 174, hlm. 2102-2107.