Improving Proof Ability of Prospective Teachers with a Contextual Model on Trigonometry

Fajar Maulana Rahmad, Abd Qohar

Abstract


Proof ability of prospective teachers on Trigonometry material is still lacking. It can be seen when they carry out trigonometry proof that does not meet the proof indicators to conduct the research. This study aimed at improving proof ability of prospective teachers with a contextual model on Trigonometry materials. The research method used was classroom action research with the subjects of 30 students of Mathematics Education Study Program, State University of Malang, 2019. The research was conducted in two cycles by providing scaffolding action regarding proof steps, trigonometry identity scaffolding, and conflict cognitive of proof results. The research results showed that an increase of material indicator was 4%, an increase of completeness indicator was 24%, an increase of reason indicator was 59%, an increase of clarity indicator was 31%, an increase of conclusion indicator was 2%, and an increase of application capability indicator was 4% with a total increase of student’s ability was 23%.



Keywords


Proof Ability; Contextual model; Prospective Teachers; Trigonometry

Full Text:

PDF

References


Batlolona, J. R. (2016). Hasil Belajar Kognitif dan Respon Siswa dalam Pembelajaran Fisika pada Konsep Listrik Dinamis dengan Menerapkan Media Interaktif. Jurnal Pendidikan IPA UM, 1.

Beecher, J. A., Penna, J. A., & Bittinger, M. L. (2012). Algebra and Trigonometry.

Brown, J. R. (2017). Proofs and Guarantees. Intellectics and Comptational Logic, 39(4), 47–50.

https://doi.org/10.1007/s00283-017-9730-1

Coggin, D. (1998). Long-Term Memory in Equity Style Indexes.

Gafur, A. (2003). Penerapan Konsep dan Prinsip Pembelajaran Kontekstual. Cakrawala Pendidikan, 22, 1–17.

Hurst, M., & Cordes, S. (2017). When Being Good at Math Is Not Enough : How Students ’ Beliefs About the Nature of Mathematics Impact Decisions Education. Understanding Emotions in Mathematical Thinking and Learning (Vol. 2009). Elsevier Inc. https://doi.org/10.1016/B978-0-12-802218-4.00008-X

Hyder, S. I., & Bhamani, S. (2017). Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief. Journal of Education and Educational Development, (December 2016). https://doi.org/10.13140/RG.2.2.14634.62406

Maharani, A. A. P., & Widhiasih, L. K. S. (2016). Respon Siswa Terhadap Umpan Balik Guru Saat Pelajaran Bahasa Inggris di SD Saraswati 5 Denpasar. Jurnal Bakti Saraswati, 05(02), 11.

Mills, S. (2016). Conceptual Understanding : A Concept Analysis Conceptual Understanding: A Concept Analysis. The Qualitative Report, 21(3), 546–557. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2308&context=tqr

Mulhamah, & Susilahudin, P. (2016). Penerapan Pembelajaran Kontekstual dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika. Pendidikan Matematika FITK Institut Agama Islam Negeri Mataram, 10(1).

NCTM. (2000). Principles and Standards for School Mathematics. Reston, 07(4), 44–54.

Pinto, A., & Karsenty, R. (2017). From course design to presentations of proofs : How mathematics professors attend to student independent proof reading. Journal of Mathematical Behavior, (November), 0–1. https://doi.org/10.1016/j.jmathb.2017.11.008

Smith, B. P. (2010). Instructional Strategies in Family and Consumer Sciences : Implementing the Contextual Teaching and Learning Pedagogical Model. Journal of Family and Consumer Sciences Education, 28(1), 23–38.

Stylianides, G. J., Stylianides, A. J., & Philippou, G. (2007). Preservice teachers ’ knowledge of proof by mathematical induction, (June). https://doi.org/10.1007/s10857-007-9034-z

Subanji. (2016). Teori Defragmentasi Struktur Berpikir dalam Mengonstruksi Konsep dan Pemecahan Masalah. State University of Malang, 1(7), 1–30.

Sukoharjo, D. I. K. (2016). Eksperimentasi Model Pembelajaran Problem Posing dan Problem Solving dengan Pendekatan PMR terhadap Prestasi Belajar dan Kemampuan. Jurnal Elektronik Pembelajaran Matematika, 4(2), 199–214.

Surya, E. (2017). Penerapan Pendekatan Pembelajaran Kontekstual ( CTL ) Untuk Meningkatkan Pemahamana Konsep Matematika Siswa Pada Materi Himpunan Di Kelas VII SMP Muhammadiyah 2 Medan, (December).

Susanto, A. M. P. S. K. H. (2014). Penerapan Model Pembelajaran Konstekstual dengan Pendekatan Snowball Throwing untuk Mengembangkan Karakter Komunikatif dan Rasa Ingin Tahu Siswa SMP. Unnes Physics Education Journal, 3(1).

Susiaty. (2018). Peningkatan kemampuan pembuktian matematis melalui model pembelajaran problem posing, 6(1), 128–137.

Suwandy, F. I., & Mangkurat, U. L. (2017). Strategi Pembelajaran Contextual Teaching and Learning Untuk Meningktakan Keterampilan Berpikir Tingkat Tinggi. UNLAM PRESS, 1–9.




DOI: https://doi.org/10.29103/mjml.v3i1.2339

Article Metrics

 Abstract Views : 654 times
 PDF Downloaded : 163 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Fajar Maulana Rahmad, Abd Qohar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

CURRENT INDEXING :

Malikussaleh Journal of Mathematics Learning (MJML) are abstracting & indexing in the following databases:

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTEScUl3v2Etgwe2TfFrBLazt810llmwl9VyyFd2lwnNa88qoHn

Malikussaleh Journal of Mathematics Learning (MJML) also has been listed and archives in the following databases: SHERPA/RoMEO Policy, LOCKSS Archieving System, ULRICHSWEB Proquest, EZB Universitat Reqensburq, Open Science Directory by EBSCO information service and ROAD ISSN.