Penggunaan Model Aktivitas Investigasi Autentik yang Dimodifikasi untuk Memahami Konsep Rasio dan Proporsi
DOI:
https://doi.org/10.31980/mosharafa.v5i3.413Keywords:
model Aktivitas Investigasi Autentik yang dimodifikasi, calon guru, rasio dan proporsiAbstract
Memahami secara komprehensif mengenai materi rasio dan proporsi masih menjadi kendala bagi beberapa calon guru, padahal kedua materi tersebut merupakan dasar dari matematika tingkat lanjut. Oleh karena itu diperlukan suatu model pembelajaran yang dapat memfasilitasi para calon guru dalam menguasai materi rasio dan proporsi. Model Aktivitas Investigasi Autentik yang dimodifikasi mampu mengoptimalkan kemampuan para calon guru pada materi rasio dan proporsi. Model ini dengan sintaks pembelajaran nya mampu membantu para calon guru lebih memahami materi rasio dan proporsi secara komprehensif. Selain itu model ini juga memberikan gambaran strategi-strategi penyelesaian soal-soal rasio dan proporsi yang beragam yang dapat menambah khasanah pengetahuan para calon guru.
References
D. Ben-Chaim, Y. Kerret, & S-B. Ilany, “Designing and implementing authentic investigative proportional reasoning tasks: the impact on pre-service mathematics teachers’ content and pedagogical knowledge and attitudes”, J Math Teacher Educ (2007) 10:333–340 DOI 10.1007/s10857-007-9052-x: Springer Science+Business Media B.V. 2007.
D. Ben-Chaim, Y. Kerret, & S-B. Ilany, Ratio and Proportion. Research and Teaching in Mathematics Teachers’ Education (Pre- and In-Service Mathematics Teachers of Elementary and Middle School Classes), Sense Publisher: Rotterdam, 2012.
R. Ekawati, Fou-Lai Lin, Kai-Lin Yang, (2014, April). “Developing An Instrument For Measuring Teachers’ Mathematics Content Knowledge On Ratio and Proportion: A Case of Indonesian Primary Teachers”, International Journal of Science and Mathematics Education 2014.
F. A. Hillen, Examining Pre-service Secondary Mathematics Teachers’ Ability to Reason Proportionally Prior To and Upon Completion of A Practice-Based Mathematics Methods Course Focused on Proportional Reasoning. Dissertation: University of Pittsburgh, 2005.
S. Lamon, Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers, Mahwah, NJ: Lawrence Erlbaum, 1999.
S. Livy & S. Herbert, “Pre-Sevice Teachers’ Responses for Ratio and Proportion Items”, In V. Steinle, L. Ball & C. Bardini (Eds.). Mathematics education: Yesterday, today and tomorrow, Proceeding 36th annual conference of the Mathematics Education Research Group of Australia, M elbourne: VIC: MERGA, 2013.
J. Lobato, H. C. Orrill, B. Druken, & E. Jacobson, “Middle School Teachers’ Knowledge of Proportional Reasoning for Teaching”, Paper presented at Annual Meeting of the American Educational Research Association: New Orleans, 2011.
B. O. Steinthorsdottir & B. Sriraman, Icelandic 5th grade girls developmental trajectories in proportional reasoning, 2009.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
