Technology-Integrated Collaborative Learning: Convenient Alternative in Developing the Problem Solving Capability and Positive Attitude towards Mathematics

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    This research is aimed to describe a technology-integrated collaborative learning, exploring the student perception associated with the implemented learning method as well as observing the effectiveness of this method compared to the individual method. This research was conducted in Islamic Institute of Ma’arif NU Metro – Indonesia in 2017/2018 academic year. Through the application of cluster random sampling technique, about 28 students were determined as the research sample. The research sample was the fifth semester students of mathematics education who are currently learning the geometric transformation subject. The experimental class which becomes the focus of researcher is consist of 28 students who were derived from the cluster random sampling technique. This research design is a mixed research. Observation sheet, interview, and test of problem solving capability were used as the data collecting instrument. The results of this research indicates that the collaborative process is performing well. The learning process was conducted in the class, not in the computer laboratory. The limited number of laptop did not impact the learning process. The observation results indicate that the level of student enthusiasm in following the learning process is adequately high. The positive comments from students show that the technology-integrated collaborative method has supported them to comprehend the mathematics concepts as well as growing the high intention of learning. Negative comments that occur are associated with the complexity of studied material and the difficulty in using the application for a small number of students. The test results of problem solving capability has shown that the method of technology-integrated collaborative learning provides better results compared to the individual learning..

     

     


  • Keywords


    Collaborative Learning, Individual, Geogebra, Problem Solving

  • References


      [1] T. L. T. Friedman, “The world is flat: A brief history of the twenty-first century,” New York Farrar, Straus Giroux, p. 660, 2007.

      [2] M. Lewney, “Weapons of mass instruction,” Physics World, vol. 22, no. 6. p. 52, 2009.

      [3] James Bellanca and Ron Brandt, Rethinking How Students Learn, vol. 15. 2010.

      [4] A. Jupri, P. Drijvers, and M. Van den Heuvel-Panhuizen, “Student difficulties in solving equations from an operational and a structural perspective,” Int. Electron. J. Math. Educ., vol. 9, no. 1–2, pp. 39–55, 2014.

      [5] W. N. Shanti and A. M. Abadi, “Jurnal riset pendidikan matematika,” Ris. Pendidik. Mat., vol. 2, no. November, pp. 162–174, May 2015.

      [6] M. Syah, Muhibin. Psikologi Pendidikan dengan Pendekatan Baru. Remaja Rosdakarya, 2008.

      [7] V. Švecová, L. Rumanová, and G. Pavlovičová, “Support of Pupil’s Creative Thinking in Mathematical Education,” Procedia - Soc. Behav. Sci., vol. 116, pp. 1715–1719, 2014.

      [8] A. A. Gokhale, “Collaborative Learning Enhances Critical Thinking,” J. Technol. Educ., vol. 7, no. 1, pp. 22–30, 1995.

      [9] E. Kartikadarma, T. Listyorini, and R. Rahim, “An Android mobile RC4 simulation for education,” World Trans. Eng. Technol. Educ., vol. 16, no. 1, pp. 75–79, 2018.

      [10] R. A. Saha, A. F. M. Ayub, and R. A. Tarmizi, “The effects of GeoGebra on mathematics achievement: Enlightening Coordinate Geometry learning,” Procedia - Soc. Behav. Sci., vol. 8, no. 5, pp. 686–693, 2010.

      [11] Y. Zengin, H. Furkan, and T. Kutluca, “The effect of dynamic mathematics software geogebra on student achievement in teaching of trigonometry,” Procedia - Soc. Behav. Sci., vol. 31, no. 2011, pp. 183–187, 2012.

      [12] S. R. Belgheis, “The Intention to Use GeoGebra in the Teaching of Mathematics among Malaysian Teachers.,” Malaysian Online J. Educ. Technol., vol. 6, no. 1, pp. 109–115, 2018.

      [13] P. Kllogjeri, “GeoGebra in Teaching and Learning Mathematics in Albanian Secondary Schools GeoGebra in Teaching and Learning Mathematics in Albanian Secondary Schools,” 2015.

      [14] K. K. Bhagat and C. Y. Chang, “Incorporating GeoGebra into geometry learning-A lesson from India,” Eurasia J. Math. Sci. Technol. Educ., vol. 11, no. 1, pp. 77–86, 2015.

      [15] C. Pfeiffer, “a Study of the Development of Mathematical Knowledge in a Geogebra- Focused Learning Environment,” no. December, 2017.

      [16] N. Nasrudin, I. Agustina, A. Akrim, A. S. Ahmar, and R. Rahim, “Multimedia educational game approach for psychological conditional,” Int. J. Eng. Technol., vol. 7, no. 2.9, pp. 78–81, 2018.

      [17] S. Sriadhi, R. Rahim, and A. S. Ahmar, “RC4 Algorithm Visualization for Cryptography Education,” J. Phys. Conf. Ser., vol. 1028, no. 1, p. 012057, Jun. 2018.

      [18] J. Simarmata et al., “Prototype Application Multimedia Learning for Teaching Basic English,” Int. J. Eng. Technol., vol. 7, no. 2.12, pp. 264–266, Apr. 2018.

      [19] D. Napitupulu et al., “Analysis of Student Satisfaction Toward Quality of Service Facility,” J. Phys. Conf. Ser., vol. 954, no. 1, p. 012019, Jan. 2018.

      [20] E. Retnowati, P. Ayres, and J. Sweller, “Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics ?,” J. Educ. Psychol., vol. 109, no. 5, pp. 1–14, 2016.

      [21] J. Edwards and K. Jones, “Students’ Views of Learning Mathematics in Collaborative Small Groups,” 23rd Conf. Int. Gr. Psychol. Math. Educ., vol. 2, pp. 281–288, 1999.

      [22] H. Zulnaidi and E. Zakaria, “The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students,” Asian Soc. Sci., vol. 8, no. 11, pp. 102–106, Aug. 2012.

      [23] H. Le, J. Janssen, and T. Wubbels, “Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration,” Cambridge J. Educ., vol. 48, no. 1, pp. 103–122, 2018.

      [24] D. H. Schunk, Learning theories, vol. 53, no. 9. 1996.


 

View

Download

Article ID: 18739
 
DOI: 10.14419/ijet.v7i3.2.18739




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.