Abstract
This research is a research and development which produces teaching materials. The research method consists of stages, namely: an introduction (literature study, observation, and interviews), product development of teaching materials, test by a team of experts, and restricted trial to the eleventh-grade students of senior high school in Cimahi, West Java, Indonesia. It was concluded that the teaching materials through scientific approach with what if not strategy load some activities including observing, trying, reasoning, asking, and concluding. The activities of asking using what if not strategy involve changing the data, adding the data, changing the data with the same question, and changing the question to the same data. In the teaching materials, it is presented some contextual problems in accordance with the experience of students. The design of teaching materials consists of three parts, namely: the beginning involves cover, preface, and table of contents; the content section: containing the title of the chapter dealing with the enumeration rules as a representation of the contents of the chapter; and closing: as a reflection and evaluation of the material presented on teaching materials for the next revision. Teaching materials can enhance the ability of reflective thinking of the students with medium criteria.
Highlights
The students’ mathematical thinking ability becomes the focus in learning mathematics in school
The activities of asking using what if not strategy involve changing the data, adding the data, changing the data with the same question, and changing the question to the same data. It is presented some contextual problems in accordance with the experience of students
The results obtained from literature review were helpful to add knowledge and study of learning theory, materials taught in the preparation of teaching materials, the indicators of test of the ability of reflective thinking, and manufacture of sheet assessment for a team of experts
Summary
The students’ mathematical thinking ability becomes the focus in learning mathematics in school. According to Sumarmo (2000) to develop the ability of mathematical thinking in learning, teachers should encourage students to engage actively in discussions, ask questions, answer questions, and explain and argue for each answer given. Based on data obtained by Nindiasari (2011) on one of the high schools, it showed that more than 60% of students had not given satisfactory results in working on the problems that load the indicators of the mathematical reflective thinking process. It shows that the reflective thinking process had not been familiarized on the students, so their ability of reflective thinking becomes low. The problem statements of this research are formulated as follows (a) How to develop teaching materials through a scientific approach with what if not strategy to improve the students’ ability of reflective thinking? (b) What is the impact of the use of teaching materials through a scientific approach with what if not strategy on the students’ ability of reflective thinking?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: EURASIA Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
