Journal Review | Psychology of Learning

Introduction, Materials, Methods, Results, Discussions, Conclusion, Reference
Keyword: Constructivism, Psychology, Education

Transcript

1. Journal Review Psychology of Learning
2. Introduction Aim This study aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of mathematical higher-order thinking skills of middle secondary school students. The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students Title
3. Junior high school (PJHS) students in Medan, Deli Serdang, Binjai, and Padang Sidempuan in the Province of North Sumatera Banda Aceh in the Province of Nanggroe Aceh Darussalam Study Population Materials Methods Essay test of (MHOTS) Instrument Experimental class Applies constructivism-based learning Control class applies conventional learning Class Univariate and multivariate analysis is used as a statistical tool to analyze the contribution of treatment toward (MHOTS) t-Students is used as a statistical tool to determine the significant improvement of MHOTS Data Analysis
4. Results and Discussion Mathematical Communication achievement in problem-based learning (PBL) Classroom There was an increase in mathematical communication skills after PBL implementation. Also allows the development of social skills (Arends, 2012) where one of the benefits of social skills is increased academic achievement (Minarni, 2013). Mathematical Understanding Achievement in Cooperative Learning Classroom There is a significant contribution of cooperative learning assisted mapping concept and Microsoft Visio (CLMV) to the achievements of the mathematical understanding concepts (MUC). Improves mathematical high order thinking of the students. The Achievement of mathematical problem solving skill (MPSS) in Contextual and Cooperative Learning Classroom There is a difference in the MPSS score test between the two experimental classrooms. Geogebra-assisted contextual learning (CTL-G) is superior in improving student MPSS compared to Geogebra-assisted cooperative learning.
5. Results and Discussion MPSS Achievement in Realistic Mathematics Education Classroom There are big differences in MPSS scores between students in the experimental class and students in the control class. There is an influence or contribution of the treatment to MPSS achievements (Glass & Hopkins, 1996). Mathematical Creative Thinking Achievement in Open-Ended Classroom There is an influence of the Open-ended approach integrated Batak Angkola culture towards the achievement of students' mathematical creative thinking skills (MCTS). There is no common influence (interaction) between the Open-ended approach integrated Batak Angkola culture and mathematical prior knowledge (MPK) towards the achievement of students' mathematical creative thinking skills. MPSS Achievement in Discovery Learning Classroom The MPSS achievement of students in the experimental class (Discovery learning class) is better than the conventional class. The results of this study support the theory that through the discovery learning approach, students' trust in efforts to solve problems increases because they are accustomed to conducting investigations to find information needed to solve problems.
6. In the experimental classroom, students' MHOTS increased significantly. The contribution of constructivism-based learning to MHOTS is in the range of 18% to 57%. Constructivism based learning can improve mathematical high order thinking skills (MHOTS). Conclusion Based on observations made by the observer, the activity of students in the learning process increases significantly. students' mathematical prior knowledge towards the achievement of MHOTS. There is an influence of interaction between the learning approach and
7. 01 Minarni, A., & Napitupulu, E. E. (2020). The role of constructivism- based learning in improving mathematical high order thinking skills of Indonesian students. Infinity Journal, 9(1), 111. doi:10.22460/infinity.v9i1.p111-132 References
8. Thank You!