How to Design Student Worksheet Based ELPSA Model to Improve Understanding of Mathematics Concepts?
DOI:
https://doi.org/10.31764/jtam.v6i3.8622Keywords:
Design, ELPSA Model, Mathematics Concept, Student Worksheet,Abstract
Understanding of mathematics concept is the most important resolution in learning where students not only memorize the material but can understand and apply it in their daily lives. The ELPSA learning model can improve students' understanding of concepts through learning experiences, developing communication, presenting images in the form of visualizations, symbolizing in general terms, and as the application of the knowledge that has been obtained (application). This study aims to produce a product in the form of an ELPSA-based Student Worksheet that meets the criteria of being valid, practical, effective and has the potential to improve students' conceptual understanding. The method of this research is a 4D development model which is modified into 3D (Define, Design, and Develop). data collection instruments consist of observations, questionnaires and tests. This research produces valid, practical and effective student worksheets that can improve students' understanding of mathematical concepts. The results of this study indicate that the student worksheets are valid with good criteria. The student response questionnaire are 85.6% so it can be concluded that the student worksheets used are practical and can be used in learning. The effectiveness of obtaining a posttest average value of 87.06 with a percentage of 92.5% of students declared complete in learning. Student worksheets are said to be effective if student learning outcomes are declared complete. Mastery learning classically is said to be effective if it has reached 75% of the total number of students. Finally, student worksheets can improve students' understanding of mathematical concepts seen from the pretest and posttest questions that have been given. Student worksheets that have been applied can be a contribution for teachers to improve students' mathematical understanding in learning.
Â
References
Arifin. (2015). Lesson Plan Berbasis Kerangka Kerja ELPSA untuk Membangun Pemahaman Konsep Penjumlahan dan Pengurangan Bilangan Bulat Pada Peserta didik. Jurnal Kependidikan, 11. https://doi.org/2302-5158
Aulia, F. (2020). Analysis of Understanding Concepts in Learning Mathematics. Researchgate.Net, May. https://www.researchgate.net/profile/Fitri-Aulia-3/publication/341451863_ANALYSIS_OF_UNDERSTANDING_CONCEPTS_IN_LEARNING_MATHEMATICS/links/5ec2075ba6fdcc90d67e06c4/ANALYSIS-OF-UNDERSTANDING-CONCEPTS-IN-LEARNING-MATHEMATICS.pdf
Bakry, B., & Bin Bakar, M. N. (2015). The Process of Thinking among Junior High School Student in Solving HOTS Question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138. https://doi.org/10.11591/ijere.v4i3.4504
Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30(June 2019), 100312. https://doi.org/10.1016/j.edurev.2020.100312
Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2019). Conceptual difficulties when interpreting histograms: A review. Educational Research Review, 28, 100291. https://doi.org/10.1016/j.edurev.2019.100291
Citra, S. Y., Mustamin, A., & Kadir. (2018). Pengaruh Pendekatan Realistic Matematics Education Terhadap Kemampuan Pemahaman Matematis Peserta didik SMP Negeri 11 Kediri. Jurnal Penelitian Pendidikan Matematika, 29–42. https://doi.org/2338-6843
Fajar, A. P., Kodirun, K., Suhar, S., & Arapu, L. (2019). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP Negeri 17 Kendari. Jurnal Pendidikan Matematika, 9(2), 229. https://doi.org/10.36709/jpm.v9i2.5872
Gasco, J., Villarroel, J. D., & Zuazagoitia, D. (2014). Different procedures for solving mathematical word problems in high school. International Education Studies, 7(7), 77–84. https://doi.org/10.5539/ies.v7n7p77
Hanum, N. S. (2009). The Importance Of Classroom Interaction In The Teaching Of Reading In Junior High School. Core, 2(1), 1–9.
Hariyanto, Utaminingsih, S., & Santoso. (2021). Analysis of TBLA (Transcript Based Lesson Analysis) SainsMastery of Mathematical Concepts. Journal of Physics: Conference Series, 1823(1). https://doi.org/10.1088/1742-6596/1823/1/012099
Kontorovich, I. (2018). What Can We Learn about Students ’ Mathematical Understanding from their Writing ? Commognitive Framework in a Nutshell. Proceedings Oof the 4st Annual Conference of the Mathematics Education Ererch Group of Australasia, 463–470.
Marks, M. J., & Fraley, R. C. (2013). The Impact of Social Interaction on Student Learning. Reading Horizon, 52(4). https://doi.org/10.1080/15534510601154413
Minarni, A., Napitupulu, E. E., & Husein, R. (2016). Mathematical understanding and representation ability of public junior high school in North Sumatra. Journal on Mathematics Education, 7(1), 43–56. https://doi.org/10.22342/jme.7.1.2816.43-56
Puspendik. (n.d.). Penilaian Pendidikan Kementerian Pendidikan dan Kebudayaan. Puspendik.Kemendikbud.Go.Id
Santi, I. K. L., & Rusgianto, H. S. (2016). Pengembangan Perangkat Pembelajaran Menggunakan Pendekatan Saintifik pada Materi Pokok Geometri Ruang SMP. Jurnal Pendidikan Matematika. https://doi.org/1978-4538.
Septiana, E., Zubainur, C. M., & Ramli, M. (2021). The enhancement of student’s mathematical understanding ability through the Aptitude Treatment Interaction (ATI) learning model. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012072
Simamora, R. E., Saragih, S., & Hasratuddin, H. (2018). Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3966
Supiyati, & Sanapiah. (2017). Pembelajaran Materi Garis dan Sudut Melalui Pembelajaran Berkerangka ELPSA. Prosiding Seminar ELPSA.
Sutarti. (2017). Kiat Sukses Meraih Hibah Penelitian Pengembangan. Deepublish.
Turyanto, T., Agustito, D., & Widodo, S. A. (2019). Think Pair Share With Comic For Mathematical Problem Solving Skills. Formatif: Jurnal Ilmiah Pendidikan MIPA, 9(3), 181–190. https://doi.org/10.30998/formatif.v9i3.3773
Wijaya, A. (2014). Pengenalan Desain Pembelajaran ELPSA (Experience, Language, Picture, Symbol, Application). In Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
Wikasari, A., I Made, S., & I Gusti, N. Y. H. (2020). Penerapan Model Pembelajaran Experience, Language, Picture, Symbol, Application (ELPSA) Terhadap Pemahaman Konsep Matematika Peserta didik. Jurnal Nasional Pendidikan Matematika, 308–323. https://doi.org/2549-4937
Downloads
Published
Issue
Section
License
Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
