The Development of Inquiry-Based Teaching Materials for Basic Algebra Courses: Integration with Guided Note-Taking Learning Models

Autor/inn/en	Pratiwi, Merina; Fitri, Dewi Yuliana; Cesaria, Anna
Titel	The Development of Inquiry-Based Teaching Materials for Basic Algebra Courses: Integration with Guided Note-Taking Learning Models
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 4, S.192-206 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inquiry; Active Learning; Material Development; Algebra; Mathematics Instruction; Mathematics Teachers; Validity; Teaching Methods; Outcomes of Education; Notetaking; Models; Instructional Effectiveness; Educational Technology; Needs Assessment; Undergraduate Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Aktives Lernen; Lehrmaterialentwicklung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Gültigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Analogiemodell; Unterrichtserfolg; Unterrichtsmedien; Bedarfsermittlung; Ausland; Indonesien
Abstract	This study induced the students to be more active and able to design discovery activities so that they can communicate the material's concepts well. Students can use their activities to find a solution to problems with inquiry-based learning materials that were supplemented with a guided note-taking model. For this reason, a valid, practical, and effective inquiry-based learning device with a guided note-taking learning model in Basic Algebra courses is required. This study aimed to develop inquiry-based learning tools with a guided note for Basic Algebra courses that are valid, effective, and practical. The development model used in the study was the instructional development institute (IDI). The data sources were three Basic Algebra lecturers, seven small trial students, and 38 students in a large trial class. The validation of the developed learning device involved experts in mathematics, language, educational technology, and peers. The validity values of the developed learning devices were 80.97 and 78.61 with a highly valid category. The practicality value for the module was 90.33 or very practical. The student learning outcomes were improved with a gain score of 0.40 or moderate category. This study produced valid, practical, and effective inquiry-based learning tools with guided note-taking learning models for basic algebra courses. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01