Model-eliciting Activities Research Articles

PENGARUH PENDEKATAN MODEL-ELICITING ACTIVITIES TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIK SISWA SMP NEGERI DI KOTA CIMAHI

This research is motivated by the still low level of mathematical critical thinking skills of State Middle School students in Cimahi City, so a learning approach is needed to overcome these problems. Alternative approaches are applied, namely the approach to Model-Eliciting Activities. This study aims to examine the mathematical critical thinking skills of State Middle School students in Cimahi City. The method used in this study is an experimental method with research in the form of a pretest-posttest Control Group Design. The population in this study were all public junior high schools in the city of Cimahi randomly selected and selected SMP Negeri 10 Cimahi representing the characteristics of the population. The sample was chosen by two classes in a random class, namely the experimental class and the control class. Data collection in this study used a descriptive test, then the score data of the students' mathematical critical thinking skills were analyzed by descriptive and inferential statistics using the two average difference test. Based on the results of the study, both from the results of data analysis and hypothesis testing, it can be concluded that the mathematical critical thinking skills of the State Middle School students in Cimahi City whose learning using the MEAs approach are better than those using conventional learning.

Design and development of model-eliciting activity in energy and electrical power topics

The purpose of this research is to design and develop the model eliciting activity in the physics course on energy and electric power topic for students of electrical engineering. The method used in this research is Design and Development Research (DDR). This research was carried out in electrical engineering study program in one of private Universities in Lampung. This research consists of three phases of design and development research: 1) identify the problem, 2) describe the objectives, 3) design & develop the artifact. The result obtained in this research is the model eliciting activity design which consists of learning units based on model eliciting activity at the topic of energy and electric power to improve conceptual understanding students.

Disciplinary Learning From an Authentic Engineering Context

This small-scale design study describes disciplinary learning in mathematical modeling and science from an authentic engineeringthemed module. Current research in tissue engineering served as source material for the module, including science content for readings and a mathematical modeling activity in which students work in small teams to design a model in response to a problem from a client. The design of the module was guided by well-established principles of model-eliciting activities (a special class of problem-solving activities deeply studied in mathematics education) and recently published implementation design principles, which emphasize the portability of model-eliciting activities to many classroom settings.

The Differences Ability to Solve Problems from Learning Model Eliciting Activities (MEAs) with Direct Learning Seen from Gender

This study aims to analyze : (1) differences in the ability to solve mathematical problem students who obtain learning Model Eliciting Activities (MEAs) with direct learning , (2) interactions between learning models (learning Model Eliciting Activities and Direct Learning) with the gender of students (male men and women) towards students' mathematical problem solving ability . The population in this study were all students of class VIII by taking a sample of two classes. The instrument used tests mathematical problem-solving ability. Data analysis was performed using two-way analysis of variance (AN AVA). The results empirically n indicate: (1) there is a difference ability solving mathematical problems students acquire learning Model Eliciting Activities (MEAs) to students who obtain direct learning, (2) there is no interaction between learning model (learning Model Eliciting Activities and Learning Direct) with the gender of students (male and female) to students' mathematical problem-solving ability. Keywords: Model Eliciting Activities (MEAs ), problem solving ability , Gender. DOI : 10.7176/JEP/10-30-02 Publication date :October 31 st 2019

Developing Mathematics Teachers’ Attention to Quantitative Reasoning in Task Design: A Modeling Approach

This study examines how a models-and-modeling perspective affected teachers' attention to quantitative reasoning in task design. A Model-Eliciting Activity (MEA) was implemented with 21 teachers over four weeks, challenging teachers to design a quantitative reasoning task for their students. Teachers’ initial quantitative reasoning tasks did not incorporate quantities or quantitative relationships, two essential components of quantitative reasoning. As teachers revised their tasks through the MEA, most teachers began attending to these components. This article details how a modeling approach to teacher education provided a method to describe and support teachers to incorporate quantitative reasoning in their classroom tasks, though attending to quantitative reasoning within high school concepts remains particularly challenging.

PENERAPAN PEMBELAJARAN MODEL ELICITING ACTIVITIES (MEAS) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

The research aims to determine the enhancement of students' mathematical thinking skills using the Model Eliciting Activities (MEA) approach and how students' attitudes toward the Model Eliciting Activities (MEA) approach learning. The research method used quasi experiment with research design nonequivalent control group design. This research was conducted in SMP Negeri Cianjur with population in 7 th grade. The sample used class VII-4 as control class and class VII-9 as experiment class. The instrument was essay question to measure mathematical creative thinking ability and a questionnaire of attitude scale as non-test instrument. The results showed that the enhancement of students' mathematical creative thinking ability using the Model Eliciting Activities (MEA) approach was better than students using a scientific approach and most students attitude was positive response toward the Model Eliciting Activities (MEA) approach.

IMPLEMENTATION OF MODEL-ELICITING ACTIVITIES TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING

This study aims to determine whether the improvement of students' mathematical problem solving skills that get the learning of Model-Eliciting Activities is better than students who get regular learning. Method in this research is experiment and research design pretest and postest in experiment and control class. The population in this study were all students of MTs Kota Cimahi. School samples were taken at random, and obtained by MTs Negeri Kota Cimahi. Then the sample is selected two class VIII at random class. The experimental class uses Model-Eliciting Activities, while the control class uses ordinary learning. The hypothesis in this research is the improvement of student solving abilities of MTs students in Cimahi whose learning using Model-Eliciting Activities is better than using ordinary learning. Research data obtained through the instrument of posttest mathematical problem solving ability. The posttest data is processed by normality test, homogeneity test, and two average difference test using SPSS (Statistical Product and Service Solution) software version 16.0 for Windows. The results showed that the improvement of problem solving ability of MTs students in Cimahi whose learning using Model-Eliciting Activities was better than those using ordinary learning.

LKPD Development Practicality on MEAs Based-Approach In Improving Mathematical Communication Ability Of Grade X Students

The problems seen so far that at each level of tested questions requires different mathematical communication ability. Generally obtained the results of identification if the higher level of mathematics problems, the more the ability of mathematical communication explored student so that learning will become more meaningful. But Students work sheet used in the learning facilitate students’ to develop their mathematical communication ability. One alternative to overcome this is by designing LKPD based on the Model Eliciting Activities (MEAs) approach. This study porpuse to test LKPD practicability based on MEAs approach that has been validated by mathematicians, language and education technology. From the result of questionnaire respond learners and teachers obtained practical value 87.4% and 88.24% with very practical criteria. LKPD MEAs according to the students have very practical use because it can improve the mathematical communication ability, the material in LKPD can be understood for the achievement of learning objectives.

DESAIN PEMBELAJARAN MATERI FUNGSI LINIER MENGGUNAKAN PEMODELAN MATEMATIKA

This research is aimed to create a learning trajectory of linear functions concept using mathematical modeling. The applied learning approach is the Model Eliciting Activities (MEAs). Design research was chosen as the research method consisting of three main phases; preliminary design, teaching experiments, and retrospective analysis. This research was conducted in class X in a public senior high school in Palembang. The result showed the design activity can encourage students to look at the form of modeling (charts/schemes/equation) that students make themself. Through steps on mathematical modeling takes students into the definition of the power to a linear functions, so the students had the idea in providing recommendations to solve real problems in life.

The development of mathematical learning material based on model-eliciting activities (MEAs) approach to improve mathematical problem-solving skill of students of grade X of Senior High School Padang

Mathematical problem solving skill is a very important ability in mathematics learning. This skill is used in learning and solving problems. In fact, problem-solving skill of students can be enhanced. Students should get the opportunity to develop their skill in problem solving. One of the efforts to improve problem-solving skill of students is to develop mathematics learning material based on Model-Eliciting Activities (MEAs) approach. The purpose of this study is to produce mathematics learning material based on MEAs approach, which are valid, practical and effective. This developmental research uses the Plomp’s model consisting of three phases: preliminary, prototyping, and assessment stage. Subjects of this study were students of grade X of Senior High School Padang state. The results of data analysis from validity of the instrument was showed that mathematics lesson equipment based on MEAs approach has fulfilled valid criteria in terms of content and construct. The lesson equipment has been considered as practical in terms of feasibility, convenience, and time because they can be applied in mathematics learning activities. The lesson equipment has also been effective since they can enhance problem solving skill. Based on these results, it can be concluded that mathematics lesson equipment based on MEAs approach, which were implemented to students of grade X in the first semester was valid, practical, and effective.

Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs)

Lack of creative mathematical thinking ability can lead to not accustomed with open ended problem. Students’ creative mathematical thinking ability in the first grade at one of junior high school in Tangerang City is not fully developed. The reason of students’ creative mathematical thinking ability is not optimally developed is so related with learning process which has done by the mathematics teacher, maybe the learning design that teacher use is unsuitable for increasing students’ activity in the learning process. This research objective is to see the differences in students’ ways of answering the problems in terms of students’ creative mathematical thinking ability during the implementation of Model Eliciting Activities (MEAs). This research use post-test experimental class design. The indicators for creative mathematical thinking ability in this research arranged in three parts, as follow: (1) Fluency to answer the problems; (2) Flexibility to solve the problems; (3) Originality of answers. The result of this research found that by using the same learning model and same instrument from Model Eliciting Activities (MEAs) there are some differences in the way students answer the problems and Model Eliciting Activities (MEAs) can be one of approach used to increase students’ creative mathematical thinking ability.

Pengembangan Handout Model Elicitingactivities (MEAS) dengan Multi Representasi untuk Meningkatkan Kemampuan Pemodelan Matematis Peserta Didik SMA

Abstact - Research has been conducted to develop a Model-Eliciting Activities (MEAs) handout with multiple representations that are feasible and able to improve students' mathematical modeling abilities. The research design refers to ADDIE namely analysis, design, development, implementation, and evaluation. This research was conducted in SMA Negeri 2 Purworejo with research subjects in a limited trial of 10 students, and 32 students in the application phase. Product trials using a posttest-only control design. Data collection techniques using observation, questionnaires and tests. The results of data analysis namely the quality of handouts can be seen from the aspects of validation, the implementation of learning, students' responses to the handouts and completeness of learning outcomes. The results of the MEAs handout validation with multiple representations of three validators, namely two expert lecturers and physics teachers with an overall assessment score of 3.52 (very good). The percentage of the learning outcomes of the four meetings was 90.39% (very good). Students' responses to the handout obtained a percentage of 84.51% (good). The percentage of completeness of learning outcomes using handouts in the experimental class was 78.13%. Increasing or not the ability of mathematical modeling using hypothesis testing with t-test statistics obtained t-count of 4.548 where the magnitude of t table is 2,000 with a significant level of 0.05. H0 is rejected if the test criteria in the hypothesis test are t_count> t_table = 4,548> 2,000 then the use of Model-Eliciting Activities (MEAs) handouts with multiple representations can improve mathematical modeling abilities. The assessment results indicate that the developed handouts have good quality and can improve mathematical modeling abilities.

Improving the Ability of Creative Thinking Mathematically and Self-Confidence Student through Application Model Eliciting Activities (MEAs) Review from Student Gender

The purpose of this research was to determine: improving the ability of mathematical and self-confidence of students of class X of SMA Negeri 1 Barus taught by Model Eliciting Activities (MEAs), and to view whether there was interaction between learning with student's gender to the ability ofCreative Thinking Mathematically and student self-confidence. This type of research was a quasi-experiment research. The population in this study was all students of SMA Negeri 1 Barus. The sample in this research were 32 students of X-1 class as experiment class and 32 students of class X-2 as control class through purposive sampling method.The data in this research were analyzed by using ANAVA 2 Path. The validation result on the test of creative thinking ability got the significance value 0,82, meanwhile the test reliability value got the result 0,87. The results obtained: (1) Increased ability of creative thinking mathematically and self-confidence of students who gained learning Eliciting Activities Model (MEAs) was higher than the ability to think creatively mathematically and self-confidence students who obtained conventional learning; (2) There was no interaction between learning and gender of students towards the improvement of the ability of creative thinking mathematically and student self-confidence.

Analysis of mathematical literacy ability based on self-efficacy in model eliciting activities using metaphorical thinking approach

The purposes of this research are: (1) to identify learning quality in Model Eliciting Activities (MEAs) using a Metaphorical Thinking (MT) approach regarding qualitative and quantitative; (2) to analyze mathematical literacy of students based on Self-Efficacy (SE). This research is mixed method concurrent embedded design with qualitative research as the primary method. The quantitative research used quasi-experimental with non-equivalent control group design. The population is VIII grade students of SMP Negeri 3 Semarang Indonesia. Quantitative data is examined by conducting completeness mean test, standard completeness test, mean differentiation test and proportional differentiation test. Qualitative data is analyzed descriptively. The result of this research shows that MEAs learning using MT approach accomplishes good criteria both quantitatively and qualitatively. Students with low self-efficacy can identify problems, but they are lack ability to arrange problem-solving strategy on mathematical literacy questions. Students with medium self-efficacy can identify information provided in issues, but they find difficulties to use math symbols in making a representation. Students with high self-efficacy are excellent to represent problems into mathematical models as well as figures by using appropriate symbols and tools, so they can arrange strategy easily to solve mathematical literacy questions.

Improving Junior High School Students’ Spatial Reasoning Ability Through Model Eliciting Activities with Cabri 3D

One of students’ abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone’s cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on students’ spatial reasoning ability between students who are given Model Eliciting Activities with Cabri 3D (MEAC) and those who are only given Model Eliciting Activities (MEA). Quasi experimental design is used in this research which involves 143 junior high school students as the sample. The result of this research shows that students who are given Model Eliciting Activities with Cabri 3D have better spatial reasoning ability than those who are given Model Eliciting Activities. It is suggested for Matematics teachers to implement instruction with Model Eliciting Activities with Cabri 3D.

AN ANALYSIS OF SECONDARY TEACHERS' REASONING WITH PARTICIPATORY SENSING DATA

Participatory sensing is a data collection method in which communities of people collect and share data to investigate large-scale processes. These data have many features often associated with the big data paradigm: they are rich and multivariate, include non-numeric data, and are collected as determined by an algorithm rather than by traditional experimental designs. While not often found in classrooms, arguably they should be since data with these features are commonly encountered in daily life. Because of this, it is of interest to examine how teachers reason with and about such data. We propose methods for describing progress through a statistical investigation. These methods are demonstrated on two groups of secondary mathematics teachers engaged in a model-eliciting activity centered around participatory sensing data. We employ graphical depictions of discrete Markov chains to describe the strategic decisions the teachers follow while analyzing data, and find that this descriptive technique reveals some suggestive patterns, particularly emphasizing the importance of frequent questioning and crafting productive statistical questions. First published November 2017 at Statistics Education Research Journal Archives

ENHANCING MATEMATICAL COMMUNICATION AND DISPOSITION ABILITIES THROUGH MODEL-ELICITING ACTIVITIES (MEAs) LEARNING

The purpose of this study is to analyze the enhancement mathematical communication ability and the achievement mathematical disposition of junior high school students under Model-Eliciting Activities (MEAs) learning. This study was a quasi-eperimental in one of the junior high schools in Bandung, with the design of non-equivalent control group involving 80 students of grade VII. The instrument used for measuring students ability was a test on mathematical communication, whereas for measuring their mathematical disposition, a questionaire was used . The statistical analysis performed were Mann-Whitney test, and one way ANOVA test. The research results obtained are: (1) the enhancement the students mathematical communication abilities who work under Model-Eliting Activities (MEAs) learning is better than the students who work under conventional learning, (2) there are differences in the improvement in mathematical communication ability between students who have mathematical prior knowledge (KAM) high, midlle, low, (3) the students achievement in mathematical disposition who work under Model-Eliciting Activities (MEAs) learning is better than those who work under conventional learning.

Student’s Spatial Reasoning through Model Eliciting Activities with Cabri 3D

The purpose of this research is to find the influence of cabri 3D on the improvement of spatial reasoning ability of junior high school students through model eliciting activities learning with cabri 3D. This research is a quasi experimental research. The study was conducted in one of junior high school in Palembang with 143 students as a sample. Sample consist of 71 students with model eliciting activities (MEA) and 72 students through MEA learning with Cabri 3D (MEAC). Data conducted by tes spatial reasoning before and after learning approach applied by researcher. The results indicate that the enhanced spatial reasoning abilities who obtain MEAC learning are better than male and female students with MEA learning. This means that learning with cabri 3D has a significant effect on improving students’ spatial reasoning abilities. It caused in MEAC learning, the student has opportunity to use cabri 3D that make student more anthusiasm and easier to understand about concept line and angle. Based on the result teacher can apply this approach in mathematics learning to improve student’s spatial reasoning ability.

Mathematical Modeling with Middle School Students: The Robot Art Model-Eliciting Activity

Mathematical Modeling with Middle School Students: The Robot Art Model-Eliciting Activity

Mathematical Modeling with Middle School Students: The Robot Art Model-Eliciting Activity

Internationally mathematical modeling is garnering more attention for the benefits associated with it. Mathematical modeling can develop students' communication skills and the ability to demonstrate understanding through different representations. With the increased attention on mathematical modeling, there is a need for more curricula to be developed, implemented, and assessed. This study details the mathematical understandings that a diverse class of urban middle school students demonstrated on a mathematical modeling activity focused on geometry and measurement. At times students had difficulties in communicating clearly but based on the structure of the activity students were able to self-assess the quality of their communication and work towards improvement. The groups in the class were able to develop methods for how to program a robot to recreate a picture, though improvements could be made to the design of the activity. Teachers can use MEAs and mathematical modeling as formative assessment to build on students' understandings and further develop ideas that the teacher has in mind to pursue. Such assessment provides a rich basis for identifying evolving mathematical understandings that can be further developed.