Tutorial model with Student’s pictorial riddle based worksheet for practicing representation capabilities of prospective teacher candidate

Titik Setyowati,Rahyu Setiani,A Faqih,Dwikoranto Dwikoranto,Barokah Widuroyekti,Pramonoadi Pramonoadi,Wuwuh Asrining Surasmi,Dwi Sambada

doi:10.1088/1742-6596/1387/1/012128

Abstract

This study aims to produce a valid and effective Pictorial Riddle-based Student Activity Sheets (SAS) that can improve student’s representation skills. The development of Student Activity Sheets uses four D models (Define, Design, Develop and Desseminate) from Thiagarajan. The trial was limited to Open University students in Bojonegoro study group using one shot case study. The research data was collected using validation, observation, tests and questionnaires with validation sheet instruments, observation sheets, learning outcomes tests and questionnaires. Data were analyzed using quantitative and qualitative descriptive analysis, N-gain and t-test. The results of the study show: 1) SAS that was developed are fulfilling in terms of content and construct validity; 2) SAS that was developed are validity criteria fulfilling effectiveness criteria in terms of improving student representation skills and having positive responses. Based on the above, it can be concluded that SAS are valid and effective to improve the representation ability of prospective teacher students.

Highlights

Lectures at Open University (UT) have different characteristics from regular universities in the learning process
This study aims to produce a valid and effective Pictorial Riddle-based Student Activity Sheets (SAS) that can improve student’s representation skills
The purpose of this study is to describe the ability of the representing students to solve various problems in the subjects of the basics of mathematics and science through the application of Pictorial Riddle based SAS that are feasible in terms of valid and effective criteria

Summary

Introduction

Lectures at Open University (UT) have different characteristics from regular universities in the learning process. In the module there are various practice exercises and material deepening exercises through questions that are structured in stages and accompanied by completion or answer keys With such modules it is expected that the concept of independent learning can be carried out well. Because the requirements for normality of data have been fulfilled, testing the difference in average between the pretest and posttest for all discussion topics using paired t-test can be done and there are significant differences between the ability of representatives to understand the Basics of Mathematics and Science students between the pretest and posttest for all topic of discussion.

Objectives

Methods

Results

Conclusion