Developing conceptual understanding and procedural fluency for junior high school students through model-facilitated learning (MFL)

Laswadi Laswadi,Sutawanir Darwis,Jarnawi D. Afgani,Yaya S. Kusumah

doi:10.30935/scimath/9454

Laswadi Laswadi, Sutawanir Darwis + Show 2 more

Open Access

https://doi.org/10.30935/scimath/9454

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Abstract

Conceptual understanding (CU) and procedural fluency (PF) are two important mathematical competencies required by students. CU helps students organizing their knowledge into a coherent whole, and PF helps them to find the right solution of a problem. In order to enhance CU and PF, students need learning experiences in constructing knowledge and procedures. One of learning approaches which supports CU and PF enhancement is Model-Facilitated Learning (MFL). In MFL, students are given opportunities to build their knowledge and construct their own procedure through exploration with a virtual model. This study was an experiment based on pretest-posttest control group aiming to examine the influence of Model-Facilitated Learning on students’ achievement and enhancement of CU and PF. The research subjects were 55 students of grade VII State Junior High School (SJHS) 19 Kerinci, Jambi Province. The results showed that the students who learned mathematics under Model-Facilitated Learning (MFL) had higher CU and PF than the students who received Conventional Learning (CL). Furthermore, the result showed that the students who learned by using MFL had higher enhancement of CU and PF than the students who received Conventional Learning (CL).

Highlights

Conceptual Understanding (CU) and Procedural Fluency (PF) are two important objectives of mathematics learning at schools
Students on middle PMK level who worked under Model-Facilitated Learning (MFL) approach have higher achievement on CU and PF than students who worked under Conventional Learning (CL) approach
Acording to Hake’s (1999) normalized gain regions, the mean of CU enhancement is lay on middle-g region whereas the mean of PF enhancement is lay on highg region

Summary

Introduction

Conceptual Understanding (CU) and Procedural Fluency (PF) are two important objectives of mathematics learning at schools. These two competencies are part of mathematics graduation standard indicated in Permendiknas No 23, year 2006. CU and PF are needed by students for learning mathematics succesfully. CU enables students to learn new ideas by connecting those ideas to what they already know. This connection helps them to remember, use, and reconstruct those ideas when they need it. Students need PF to support their CU, as students with good PF can gain their insight in mathematics concepts and PF can be powerful tool for completing routine tasks

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