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All Journal Journal on Mathematics Education (JME) International Journal on Emerging Mathematics Education
Kadir Kadir
UIN Syarif Hidayatullah, Jakarta
Education Mathematics

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THE IMPLEMENTATION OF OPEN-INQUIRY APPROACH TO IMPROVE STUDENTS' LEARNING ACTIVITIES, RESPONSES, AND MATHEMATICAL CREATIVE THINKING SKILLS Kadir Kadir; Lucyana Lucyana; Gusni Satriawati
Journal on Mathematics Education Vol 8, No 1 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (698.783 KB) | DOI: 10.22342/jme.8.1.3406.103-114

Abstract

This study aims to reveal the improvement of the students’ learning activities, responses, and mathematical creative thinking skills (MCTS) through open- inquiry approach (OIA). Other relevant studies in mathematics learning tend to focus on guided inquiry, and especially in Indonesia, OIA is still less applied. This study is conducted at State Junior High School in Indonesia. The method used in this study is Classroom Action Research (CAR) consists of four stages: planning, acting, observing, and reflecting. Data is collected through observation, journal reviews, interview, and test. The result of the study shows that the implementation of OIA enhances the students’ MCTS. It is shown by the improvement of the average of students’ score from 73.05 in the first cycle to 78.95 in the second cycle. The increasing of MCTS includes some aspects: fluency, flexibility, and originality. The result also shows that in general, the students give positive response and engage well in learning activities with OIA. It can be concluded that the implementation of OIA enhances learning activities, gives positive response towards mathematics, and improves students’ creative thinking skills.Keywords: Open-Inquiry Approach, Learning Activity, Response, Creative Thinking Skill DOI: http://dx.doi.org/10.22342/jme.8.1.3406.103-114
Using Context to Learn Matrices Concepts Meaningfully Yoppy Wahyu Purnomo; Nurlaela Rahmawati; Kadir Kadir
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 2, September 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i2.19456

Abstract

Mathematical concepts will be embedded if they can be imagined and appear in everyday life. Therefore, this study aims to develop Local Instructional Theory in context-based matrix learning. Design research is adopted to achieve these objectives. The design research has three stages, namely, preliminary experiment, teaching experiment, and retrospective analysis. The study was conducted at a high school on the outskirts of the capital, involving 39 students of class XI. The data was collected employing tests, observation, interviews, worksheets, and documentation in the form of video recordings, photos, and student journals. The results indicated that students were able to construct their concept of matrices through the context of a favorite or a hobby as a starting point in compiling and defining a matrix, and continued with the matrix multiplication concept (matrix scalar multiplication as repeated addition; terms and products of two matrices).
Co-Authors Gusni Satriawati, Gusni Lucyana Lucyana Nurlaela Rahmawati Yoppy Wahyu Purnomo