Abstract
The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to-datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning.
Highlights
Abstrak Transisi sistem pendidikan di Filipina sangat mempengaruhi pendidikan dasar dan tinggi
This paper aimed to developed contextualized learning modules for a bridging course in Calculus with Analytic Geometry that promotes independent learning among the Bachelor of Secondary Education (BSEd) major in Mathematics students who are non-STEM (Science, Technology, Engineering & Mathematics) strand graduates during the Senior High School
Mathematics students who were non-STEM graduates in Senior High School were in accordance with the identified learning gap of the students to Calculus with Analytic Geometry subject
Summary
Abstrak Transisi sistem pendidikan di Filipina sangat mempengaruhi pendidikan dasar dan tinggi. Metode pengembangan deskriptif dari studi ini memanfaatkan modul pembelajaran kontekstual yang dikembangkan untuk menjembatani suatu topik pada kesenjangan pembelajaran yang diidentifikasi dalam Kalkulus dengan topik Geometri Analitik untuk Sarjana Pendidikan Menengah (S.Pd.) jurusan Matematika. Format, presentasi dan organisasi, keakuratan, dan kemutakhiran informasi modul pembelajaran telah melewati proses evaluasi dari 13 ahli (Profesor Matematika) yang berasal dari berbagai Institusi Pendidikan Tinggi (IPT) di Wilayah Bicol, Filipina. The process of matching the content and instructional strategies relevant to students is called contextualization (Department of education [DepEd], 2016). It is the use of relevant and meaningful things, situations, and experiences to students in the presentation and discussion of the learning content. Realistic mathematical approaches increase the learning independence of students (Hasibuan, Saragih, & Amry, 2019)
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