پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شماره‌ها | 635 |
| تعداد مقالات | 9,320 |
| تعداد مشاهده مقاله | 67,896,222 |
| تعداد دریافت فایل اصل مقاله | 18,946,486 |
Critical review on mathematics virtual classroom practice in private university | ||
| International Journal of Nonlinear Analysis and Applications | ||
| مقاله 80، دوره 13، شماره 1، خرداد 2022، صفحه 975-982 اصل مقاله (278.44 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22075/ijnaa.2022.5616 | ||
| نویسندگان | ||
| Samsul Maarif* ؛ Khoerul Umam؛ Joko Soebagyo؛ Trisna Roy Pradipta | ||
| Mathematic Education Study Program, Universitas Muhammadiyah Prof. DR. HAMKA, Jakarta, Indonesia | ||
| تاریخ دریافت: 13 اردیبهشت 1400، تاریخ بازنگری: 07 مهر 1400، تاریخ پذیرش: 05 آبان 1400 | ||
| چکیده | ||
| A study has proven the benefits of mathematics classes learning mathematics at university. However, there is still a lack of evidence regarding its benefits in mathematics teacher education programs. This study aims to test the flipped class in a mathematics teacher education program at a private university in Indonesia. The data source comes from thirty-one students of the mathematics education program in this study. Various data methods were used, including observation, journals, and tests. Then the data were analyzed quantitatively and qualitatively. The findings showed that a reverse classroom encourages students to learn independently, with students working together with peers and increasing learning awareness. However, some of the challenges presented in flipped classroom applications include technical issues, record editing skills, and longer time consumed. The recommendations offered to refer to the findings. | ||
| کلیدواژه‌ها | ||
| Mathematics؛ Virtual Classroom؛ Education؛ University | ||
| مراجع | ||
|
[1] D. Abdullah, H. Hartono, E. Ongko, C. I. Erliana, D. Irwansyah, A. Iskandar, A. E. Sari, Abdussakir, Yuniningsih, N. A. Siregar, M. S. Kahar, R. F. Waliulu, A. Amalia, N. Kurniasih, M. Arifin and S. Muzid, DEA and fuzzy simple additive weighting for benchmarking qualitative data, J. Phys. Conf. Ser., 1361 (2019), https://doi.org/ 10.1088/1742-6596/1361/1/012037. [2] S. Adi and A. F. Fathoni, Blended learning analysis for sports schools in Indonesia, Int. J. Interact. Mob. Technol., 14 (12) (2020) 149-164, https://doi.org/10.3991/IJIM.V14I12.15595. [3] E. S. Alim, K. Umam and S. Rohim, Integration of reciprocal teaching-ICT model to improve students’ mathematics critical thinking ability, Workshop Proc. 23rd Int. Conf. Comput. Educ. , ICCE 2015, 2015. [4] E. S. Alim, K. Umam and S. Wijirahayu, The implementation of blended learning instruction by utilizing WeChat application, ICCE 2016 - 24th Int. Conf. Comput. Educ.: Think Global Act Local - Workshop Proc., 2016. [5] B. Bunyamin, K. Umam and L. Lismawati, Critical Review of M-Learning in Total Quality Management Classroom Practice in an Indonesian Private University, Int. J. Interact. Mob. Technol., 14 (20)(2020) 76-90, https://doi.org/10.3991/ijim.v14i20.15141. [6] U. A. Chaeruman, B. Wibawa and Z. Syahrial, Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach, Int. J. Interact. Mob. Technol., 14 (14) (2020) 164-181, https://doi.org/10.3991/ijim.v14i14.14411. [7] C. L. Chen and P. Herbst, The interplay among gestures, discourse and diagrams in students’ geometrical reasoning, Educ. Stud. Math., 83 (2) (2013) 285–307, https://doi.org/10.1007/s10649-012-9454-2. [8] W. M. Goff and S. Getenet, Design-Based Research in Doctoral Studies: Adding A New Dimension To Doctoral Research, Int. J. Dr. Stud., 12, pp. 107–121, 2017. [9] H. Hartono, O. S. Sitompul, E. B.Nababan, Tulus, D. Abdullah and A. S. Ahmar, A New Diversity Technique for Imbalance Learning Ensembles, Int. J. Eng. Technol., 7 (2) (2018) 478-483, https://doi.org/10.14419/ijet.v7i2.11251. [10] K. Hollebrands and S. Okumus, Prospective Mathematics Teachers’ Processes for Solving Optimization Problems Using Cabri 3D, Digit. Exp. Math. Educ., 3(3)( 2017) 206–232, https://doi.org/10.1007/s40751-017-0033-0. [11] I. B. Ismail and R. M.Idrus, Development of SMS Mobile Technology for M-Learning for Distance Learners, Int. J. Interact. Mob. Technol., 3(2)(2009) 55–57, https://doi.org/10.3991/ijim.v3i2.724. [12] H. O. Kapici, H. Akcay and T. de Jong, How do different laboratory environments influence students’ attitudes toward science courses and laboratories?, J. Res. Technol. Educ., 52(4)(2020) 534–549, https://doi.org/10. 1080/15391523.2020.1750075. [13] M. Kordaki and A. Balomenou, Challenging students to view the concept of area in triangles in a broad context: Exploiting the features of Cabri-II, Int. J. Comput. Math. Learn., 11(1)(2006) 99–135, https://doi.org/10.1007/s10758-005-5380-z. [14] C. Kreber and H. Castleden, Reflection on teaching and epistemological structure: Reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields, High. Educ., 57(4)(2009) 509–531, https://doi.org/10. 1007/s10734-008-9158-9. [15] V. Luengo, Some didactical and epistemological considerations in the design of educational software: The cabri-euclide example, Int. J. Comput. Math. Learn., 10(1)(2005) 1–29, https://doi.org/10.1007/ s10758-005-4580-x. [16] S. Maarif, K. S. Perbowo, M. S. Noto and Y. Harisman, Obstacles in Constructing Geometrical Proofs of Mathematics-Teacher-Students Based on Boero’s Proving Model, J. Phys. Conf. Ser., 1315(2019) 012043, https://doi.org/10.1088/1742 6596/1315/1/012043. [17] S. Maarif, W. Wahyudin, M. S. Noto, W. Hidayat and H. Mulyono, Geometry exploration activities assisted with dynamic geometry software (DGS) in a teacher education classroom, Infin. J., 7(2)(2018) 133-146, https: //doi.org/10.22460/infinity.v7i2.p133-146. [18] M. A. Mariotti, Justifying and proving in the Cabri environment, Int. J. Comput. Math. Learn., 6(3)(2002) 257–281, https://doi.org/10.1023/A:1013357611987. [19] P. Michael, C. Gagatsis and A. Gagatsis, Geometrical figures in geometrical task solving: an obstacle or a heuristic tool?, Acta Didact. Univ. Comenianae. Math., 2013(13)(2013) 17–32. [20] L. B. Palma, V. Brito, J. Rosas and P. Gil, A virtual PLC environment for assisting automation teaching and learning, Int. J. Interact. Mob. Technol., 11(5)(2017) 12–24, https://doi.org/10.3991/ijim.v11i5.7066. [21] D. Potari and B. Jaworski, Tackling complexity in mathematics teaching development: using the teaching triad as a tool for reflection and analysis, J. Math. Teach. Educ., 5(4)(2002) 351–380, https://doi.org/10.1023/A:1021214604230. [22] K. Y. S. Putri, Z. Bin Abdullah, E. Nugrahaeni, R. Darmawan and Latifa, Learning Management Strategy of Communication Studies through Blended Learning in Higher Education, Int. J. Interact. Mob. Technol., 14(16)(2020) 117–132. [23] C. R. Rayford, Reflective practice: The teacher in the mirror, Graduate College University of Nevada, Las Vegas, 2010. [24] V. Septiany, S. E. Purwanto and K. Umam, Influence of learning on realistic mathematics ict-assisted mathematical problem-solving skills students, Doctoral Student Consortium (DSC) - Proc. 23rd Int. Conf. Comput. Educ., ICCE 2015, 2015. [25] N. Solihati and H. Mulyono, A hybrid classroom instruction in second language teacher education ( SLTE ): A critical reflection of teacher educators, Int. J. Emerg. Technol. Learn., 12(5)(2017) 169–180. [26] D. Sommerhoff and S. Ufer, Acceptance criteria for validating mathematical proofs used by school students, university students and mathematicians in the context of teaching, ZDM-Math. Educ., 51(5)(2019) 717-730, https://doi.org/10.1007/s11858-019-01039-7. [27] H. Suharna, Berpikir reflektif (reflective thinking) siswa SD Berkemampuan matematika tinggi dalam pemahaman masalah pecahan, Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY, P (41), 2012 , pp. 376–386. [28] Suswandari, L. Armiyati, K. Umam, N. Asiah and E. N. Susanti, Improving Jakarta historical understanding ability through inquiry learning model assisted with ICT among junior high school students, Workshop Proc. 25th Int. Conf. Comput. Educ., New Zealand: Asia-Pacific Society for Computers in Education, 2017, pp. 398-402. [29] M. Tubagus, S. Muslim and Suriani, Development of learning management system-based blended learning model using caroline in higher education, Int. J. Interact. Mob. Technol., 14(6)(2020) 186–194, https://doi.org/10. 3991/IJIM.V14I06.13399. [30] K. Umam, T. Nusantara, I. N. Parta, E. Hidayanto and H. Mulyono, An application of flipped classroom in mathematics teacher education programme, Int. J. Interact. Mob. Technol., 13(03)(2019) 68-80, https://doi. org/10.3991/ijim.v13i03.10207. [31] P. N. Valdez, What is reflective teaching? Lessons learned from ELT Teachers from the Philippines, Asia-Pacific Educ. Res., 27(2)(2018) 91–98, https://doi.org/10.1007/s40299-018-0368-3. [32] N. H. Wasserman, C. Quint, S. A. Norris and T. Carr, Exploring flipped classroom instruction in calculus III, Int. J. Sci. Math. Educ., 15(3)(2017) 545–568, https://doi.org/10.1007/s10763-015-9704-8. [33] Z. Ye, S. C. Chou and X. S. Gao, Visually dynamic presentation of proofs in plane geometry: Part 1. Basic features and the manual input method, J. Autom. Reason., 45 (3) (2010) 213- 241, https://doi.org/10.1007/ s10817-009-9162-5. | ||
|
آمار تعداد مشاهده مقاله: 16,542 تعداد دریافت فایل اصل مقاله: 2,815 |
||