PENGGUNAAN MODEL AKTIVITAS INVESTIGASI AUTENTIK YANG DIMODIFIKASI UNTUK MEMAHAMI KONSEP RASIO DAN PROPORSI
Abstract
Abstrak
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.
Abstract
Comprehensive understanding on ratio and proportion are still an obstacle for some pre-service teachers, even though ratio and proportion is the cornerstone of advanced mathematics. Therefore it needs a learning model that can facilitate pre-service teachers in mastering ratios and proportions. Modified Authentic Investigation Activity is able to optimize the ability of pre-service teachers on ratio and proportions. This model with its learning syntax can help pre-service teachers more understand ratios and proportions comprehensively. In addition, this model also provides insight various strategy problem-solving of ratio and proportions that can add repertoire of knowledge of pre-service teachers.
Keywords
Full Text:
PDFReferences
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.
DOI: https://doi.org/10.31980/mosharafa.v5i3.280
Refbacks
- There are currently no refbacks.
Copyright (c) 2016 Mosharafa: Jurnal Pendidikan Matematika
Indexed by:

Mosharafa: Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats