Abstract
The purpose of this research is to develop mathematical learning models that accommodate the cognitive styles reflective vs. impulsive students to build problem-solving skills, quality (valid, practical, and effective). To achieve the target would do research development (development research) and method development that consists of five stages, namely (1) the initial assessment phase, (2) design phase, (3) the stage of realization/construction, (4) stage of the test, evaluation and revision, and (5) the stage of implementation. To assess the quality of math learning model that accommodates cognitive styles reflective of the impulsive vs, used criteria valid, practical and effective. For testing the quality of models, conducted trials in SMP country 5 Tuban. Based on the research results obtained mathematical learning models that accommodate the cognitive style consists of 6 phases. The term phase can be interpreted as measures of learning activities. Phase of this model are: (1) introduction, (2) the representation of mathematical concepts through realistic problems, (3) organizing the students in groups based on cognitive style reflective impulsive vs. (4) discussion of problem solving and presentation, (5) a problem-solving exercise (Evaluation), (6) cover.
Highlights
According to the constructivist view, knowledge is actively constructed by the children is based upon the knowledge of cognitive structure of beginning or who have been previously owned
The representation of mathematical concept phase through realistic problems, activity teachers are (1) exposed the concept of mathematics based on issues that have been raised through the help of LKS, (2) randomly, giving the opportunity to the students to present the results of his work
Based on the results of the analysis it can be concluded that the mathematical learning models that accommodate the cognitive styles reflective vs. impulsively to build problem-solving skills already comply with the quality of a good model
Summary
According to the constructivist view, knowledge is actively constructed by the children is based upon the knowledge of cognitive structure of beginning or who have been previously owned. While Confrey (1995) says that when the concepts of teaching as a form of communication, teachers should form a model that fits with the way students in looking at ideas and have to help students in the restructure their views became more in line with students and in accordance with the perspective of the teacher. This is in line with Teng Fatt (2000) which says that ideally, the way teachers teach must comply with the way students learn. The problem, every student has a learning style/different cognitive styles
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 callDisclaimer: 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.
