Desain Pembelajaran Daring Matematika Berbasis Inkuiri Pada Materi Transformasi Geometri
Keywords:
instructional design, online, inquiry-based mathematics learning, geometry transformation
Abstract
The COVID-19 pandemic has changed the instructional paradigm carried out in schools into learning from home. This causes the need for adaptation of new habits in the online learning process. This article presents an inquiry-based online mathematics learning design on geometry transformation material for high school students (SMA). The selected sub-material is reflection. The development of learning design begins with conducting student analysis, needs analysis, and task analysis focused on the material to be selected. Learning objectives and learning stages are also discussed in detail, and plans for formative and summative evaluations are discussed at the end of the article.
References
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Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging Students to Persist When Working on Challenging Tasks: Some Insights from Teachers. Australian Mathematics Teacher, 70(1), 3- 11.
Konsep Matematika (KoMa). Online. Diakses pada 13 Juli 2021. https://www.konsep-matematika.com/2017/01/refleksi-atau-pencerminan-pada-transformasi.html.
Nabila, H., & Sulistiyaningsih, D. (2020). Analisis Kesulitan Belajar Matematika dalam Pembelajaran Daring Berbantuan Microsoft Teams Kelas XI SMA NEGERI 9 Semarang. Edusainstech, Prosiding Seminar, FMIPA UNIKUS 2020, 62–71.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003.
PRIMAS. (2011). Primas Guide for Professional Development Providers. 73. www.primas-project.eu
Roubides, P. (2015). An Instructional Design Process for Undergraduate Mathematics Curriculum Online. Procedia Computer Science, 65(Iccmit), 294–303. https://doi.org/10.1016/j.procs.2015.09.083.
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020). Threats and opportunities in remote learning of mathematics: implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. https://doi.org/10.1007/s13394- 020-00339-6.
Sumartini, T. S. (2015). Peningkatan Kemampuan Penalaran Matematis Siswa Melalui Pembelajaran Berbasis Masalah. Jurnal Pendidikan Matematika, 5(1), 1-10.
Surna, I N. & Pandeirot, O. D. (2014). Psikologi Pendidikan 1. Jakarta: Erlangga.
Swan, M; Pead, D. (2008). ASKING QUESTIONS THAT ENCOURAGE INQUIRY-‐BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers. Professional Development Resources, 1–10. http://primas.mathshell.org.uk/pd/modules/4_Asking_questions/pdf/4_Handouts.pdf.
Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge: Cambridge University Press.
Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging Students to Persist When Working on Challenging Tasks: Some Insights from Teachers. Australian Mathematics Teacher, 70(1), 3- 11.
Konsep Matematika (KoMa). Online. Diakses pada 13 Juli 2021. https://www.konsep-matematika.com/2017/01/refleksi-atau-pencerminan-pada-transformasi.html.
Nabila, H., & Sulistiyaningsih, D. (2020). Analisis Kesulitan Belajar Matematika dalam Pembelajaran Daring Berbantuan Microsoft Teams Kelas XI SMA NEGERI 9 Semarang. Edusainstech, Prosiding Seminar, FMIPA UNIKUS 2020, 62–71.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003.
PRIMAS. (2011). Primas Guide for Professional Development Providers. 73. www.primas-project.eu
Roubides, P. (2015). An Instructional Design Process for Undergraduate Mathematics Curriculum Online. Procedia Computer Science, 65(Iccmit), 294–303. https://doi.org/10.1016/j.procs.2015.09.083.
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020). Threats and opportunities in remote learning of mathematics: implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. https://doi.org/10.1007/s13394- 020-00339-6.
Sumartini, T. S. (2015). Peningkatan Kemampuan Penalaran Matematis Siswa Melalui Pembelajaran Berbasis Masalah. Jurnal Pendidikan Matematika, 5(1), 1-10.
Surna, I N. & Pandeirot, O. D. (2014). Psikologi Pendidikan 1. Jakarta: Erlangga.
Swan, M; Pead, D. (2008). ASKING QUESTIONS THAT ENCOURAGE INQUIRY-‐BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers. Professional Development Resources, 1–10. http://primas.mathshell.org.uk/pd/modules/4_Asking_questions/pdf/4_Handouts.pdf.
Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge: Cambridge University Press.
Published
2020-02-12
Section
Articles
