Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students

Autor/inn/en	Samo, Damianus D.; Darhim; Kartasasmita, Bana
Titel	Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students
Quelle	In: International Education Studies, 10 (2017) 12, S.17-29 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Mathematical Logic; Thinking Skills; Middle School Students; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Problem Based Learning; Teaching Methods; Junior High School Students; Experimental Groups; Control Groups; Models; Learning Activities; Research and Development; Mixed Methods Research; Indonesia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Junior High Schools; Sekundarstufe I; Analogiemodell; Lernaktivität; Forschung und Entwicklung; Indonesien
Abstract	The purpose of this research is to develop contextual mathematical thinking learning model which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R & D) with three main phases: investigation, development, and implementation. The experiment consisted of 78 Junior High School students who were divided into two groups, namely experimental group and control group. The model development phase results the syntax of contextual mathematical thinking learning model which are as follows: (1) presentation of the contextual problems; (2) asking the critical and analytical questions; (3) individual and group investigation; (4) presentation and discussion; (5) reflection; and (6) higher-order thinking test. The implementation phase concludes the contextual mathematical thinking learning model which can be applied effectively to enhance the students' higher-order thinking ability. This model is able to intensify higher-order thinking ability at high category. The observation of learning activities was seen in the main elements of learning model which are syntax, social system, reaction principle, support system, instructional impact, and accompanist impact. The three main elements were observed by the observer and showed an average in the good category: syntax has an average of 3.5, social system has an average of 3.52, and reaction principle has an average of 3.47. This model is recommended for mathematics learning activities in the classroom to support the improvement of higher-order thinking ability. Contextual problems can be presented to the local cultural context that allows students to learn mathematics in a real context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01