Journal articles: 'Mathematics syllabus'

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Vlasenko, K., O. Rovenska, I. Lovianova, N. Tarasenkova, and V. Achkan. "A Learner-Centered Syllabus-Based Approach to engaging master students into research activity." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012019. http://dx.doi.org/10.1088/1742-6596/2288/1/012019.

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Abstract This paper presents a vision of a team of researchers on solving a problem of engaging future Mathematics teachers into a research activity through implementing person-centred approach to learning and teaching. The authors of the given article present a designed Learner-Centered Syllabus of a training research workshop in Mathematical Analysis for Master students, majoring in Mathematics at teacher training universities. This study presents the structure, the components and the content of a Learner-Centered Syllabus. When giving content to the sections of the syllabus, the developers take into consideration the conditions for person-centredness; creating the atmosphere of acceptance and congruence; shaping in students the personal qualities, which contribute to their research activity; arranging collaboration; engaging students into the assessment process. The researchers in the present study identify orientation at self-development as a key concept of the course policy and make each section of the syllabus personal. The following sets of attributes were used to evaluate the designed Learner-Centered Syllabus: Community, Power and Control, Assessment and Evaluation. The experimental study was done over four years, two groups of Master students majoring in Mathematics became its participants. One group was given a conventional Content-Focused Syllabus of a training research workshop in Mathematical Analysis, while the second group received a Learner-Centered Syllabus, designed in accordance with the Person-Centered Approach to Teaching and Learning. The analysis of the findings of this experiment justified the effciency of creating a learning environment, which is determined by the emotional components, such as Congruence, Acceptance and Empathic understanding. The present paper also shows a positive impact of the syllabus on the degree of students’ motivation to choose the training research workshop in Mathematical Analysis.

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Price, Nigel. "Statistics in the AEB Mathematics Coursework Syllabus." Teaching Statistics 14, no. 2 (June 1992): 26–27. http://dx.doi.org/10.1111/j.1467-9639.1992.tb00222.x.

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Price, Nigel. "Assessment for an advanced mathematics coursework syllabus." International Journal of Mathematical Education in Science and Technology 23, no. 5 (September 1992): 657–63. http://dx.doi.org/10.1080/0020739920230503.

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Alemayehu Wole, Getinet, Solomon Fufa, and Yilfashewa Seyoum. "Evaluating the Content Validity of Grade 10 Mathematics Model Examinations in Oromia National Regional State, Ethiopia." Education Research International 2021 (December 21, 2021): 1–11. http://dx.doi.org/10.1155/2021/5837931.

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This article purports to analyze the content validity of model examinations for grade 10 mathematics. The study looked at the model tests to evaluate if they were indicative of the course content and emphasized on the syllabus’ learning outcomes. A survey design with six years of mathematics model exam, syllabi, and textbooks served as the key data sources was considered in the study. Kendall’s coefficient of concordance and chi-square test of statistical treatment were used to analyze the quantitative data obtained. In addition, the qualitative data were evaluated using narration and description. The study’s statistical findings revealed that there was no relationship between test items and learning outcomes in cognitive domain categories or main textbook content. As a result, the exam items did not correspond to the syllabus’s objectives and content. Furthermore, the qualitative data revealed that the test items were unclear, poorly laid out, and multidimensional, as well as having low content validity.

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Nurhasanah, Eva Novita, Yenita Roza, and Sehatta Saragih. "DEVELOPMENT OF LEARNING INSTRUMENTS OF PROBLEM BASED LEARNING INVOLVING MATHEMATICAL PROBLEM SOLVING ABILITY OF STUDENTS IN 8TH GRADE SMP/MTs FOR LINEAR SYSTEMS WITH TWO VARIABLES MATTER." Jurnal Prinsip Pendidikan Matematika 2, no. 2 (May 31, 2020): 68–78. http://dx.doi.org/10.33578/prinsip.v2i2.55.

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Learning in the class must be well planned, one of which to create learning instruments that refer to the curriculum implementation. This research aims to produce mathematics learning instruments (Syllabus, Lesson Plan, and Student workshet) using the problem based learning model in the linear systems with two variables matter. This research is a research and development (R&D) using the 4-D model. The research instrument were an instrument of validity in the form of a validation sheet to assess the validity (syllabus, RPP and LKPD) and practical instruments in the form of a questionnaire for students' responses to LKPD. Validation data analysis results obtained an average value for the syllabus is 3.36 in the category of very valid, value for the RPP is 3.23 in the category of valid, value for the LKPD is 3.32 in the category very valid. Validation result facts state the syllabus, RPP and LKPD are feasible use. The results of practicality data analysis of LKPD in small group was 87.01% in the very practical category and the result of practicality data analysis in large group trials was 86.10% in the very practical category. Which means the mathematics learning instruments can improve students’ mathematical problem solving ability and feasible used for students in learning.

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Faisal Bakti and Rezi Ariawan. "DEVELOPMENT OF MATHEMATICAL LEARNING DEVICES BASED ON THE POE (PREDICTION, OBSERVATION, EXPLANATION) MODEL IN THE MATERIAL OF CONSTRUCTING FLAT SIDE SPACES." Mathematics Research and Education Journal 5, no. 1 (February 28, 2021): 14–20. http://dx.doi.org/10.25299/mrej.2021.vol5(1).9208.

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Mathematical creative thinking is the ability to produce varied answers or ideas to solve problems in mathematics. This study aims to build a valid learning device on flat-sided geometry using the POE model (Prediction, Observation, Explanation). The learning tools developed were syllabus, lesson plans, and LKPD on the flat side space building material. This type of research is development research with the ADDIE model, modified into three stages (Analysis, Design dan Development) without the implementation and evaluation stages. The research data collection instrument was a learning device validation sheet in a syllabus, lesson plans, and LKPD. Analysis of the data used is descriptive data analysis that describes the level of validity of the product. This study yielded a valid syllabus, lesson plans, and LKPD with 83.65%, 87.86%, and 86.31%, respectively. This study concludes that the Development of mathematical learning tools based on the POE model on the flat-sided geometry material has been tested for validity

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Glencross, Michael J., and John Oliver. "An Analysis of Teachers' Opinions of a Senior Primary Mathematics Syllabus." Psychological Reports 75, no. 3 (December 1994): 1347–53. http://dx.doi.org/10.2466/pr0.1994.75.3.1347.

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As part of an evaluation of the mathematics curriculum for senior primary schools in Transkei, a prototype 19-item questionnaire designed to assess opinions about the current mathematics syllabus was administered to a sample of 82 Standard 3 (Grade 5) and Standard 4 (Grade 6) teachers. Analysis suggested that teachers believed they were handicapped by an overcrowded syllabus and unable to be innovative but recognized the value of alternative teaching approaches and the importance of providing enrichment activities.

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Fitria, Rahmi, Nahor Murani Hutapea, and H. Zulkarnain H. Zulkarnain. "Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 368. http://dx.doi.org/10.31258/jes.4.2.p.368-379.

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This research was motivated by the low ability of Mathematical Problem Solving (KPMM) of students. In order to improve KPMM, teachers can do designing the learning process. This study aims to develop mathematical learning tools that are valid, practical and effective. The development model used the Borg and Gall model. The research instrument consisted of syllabus validation sheets, lesson plane (RPP), student worksheet (LKPD), observability of implementation, student questionnaire responses and KPMM test instruments. The result shows the mathematics learning kit using the PBL model was already valid which is for the syllabus was 85.41%, RPP was 85.11%, LKPD was 88.67% and the test instrument was 81.71%. The learning kit fulfills the practicality requirements in large group trials with an average questionnaire of students responses of 91.99% and an average of 94.58%. Effective mathematics learning tools is to improve KPMM of students with student learning outcomes that is based on the achievement of KKM with the percentage of completeness reached is 88.24%. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of P = 0,000 with α = 0.05. Thus, it can be concluded that the development of mathematics learning tools by applying problem based learning can improve students mathematical problem solving abilities

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Pertiwi, Wiyana, Yenita Roza, and Putri Yuanita. "Development of Mathematics Learning Tools with Problem Based Learning Model on Matrix Material to Facilitate Students' Critical Thinking Ability." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 156. http://dx.doi.org/10.31258/jes.5.1.p.156-165.

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The ability of students to think critically in mathematics is is still low. The lack of learning tools that are considered to facilitate students' mathematical critical thinking skills is one of the cause it. The purpose of this study was to develop a mathematics learning tool with a quality problem-based learning (PBM) model to facilitate students' mathematical critical thinking skills. The learning tools developed consisted of a syllabus, lesson plans (RPP) and student worksheets (LKPD) on the matrix material for class X SMK. This research was a development research using the Borg and Gall model. The development consists of six stages, namely: 1) research and data collection; 2) planning; 3) development of the initial product draft; 4) initial field trials; 5) revised trial results; and 6) dissemination and implementation. The subject of this research trial was the students of SMK Nurul Falah Pekanbaru. The instrument used was validation instrument for the syllabus, lesson plans, and student worksheet. Based on the results of the validation data analysis, it shows that the learning tools developed were very valid. The results of the validation of the syllabus were 85.11; the average RPP score was 86.02; and the average LKPD score was 86.40. The average student response questionnaire to the initial field trial was 85.93 with the very practical category. The learning device developed was valid and practical for use by class X SMK students.

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Putri, Shania Uthami, and Atma Murni. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES BASED ON PROBLEM BASED LEARNING MODELS ON THE MATERIAL OF POLYHEDRON TO FACILITATE MATHEMATICS PROBLEM-SOLVING ABILITY FOR SMP/MTS STUDENTS." Jurnal Prinsip Pendidikan Matematika 4, no. 1 (November 30, 2021): 1–8. http://dx.doi.org/10.33578/prinsip.v4i1.93.

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This research is to produce a product in the form of mathematical learning devices using the Problem-Based Learning model on Three-Dimensional Shapes material to facilitate students Mathematics Problem-Solving Ability. The development model used is the ADDIE model, namely Analysis, Design, Development, and Evaluation. The research instrument used is validity instrument and practicality. The validity instrument is in the form of a validation sheet to assess the validity of the learning tools, namely the Syllabus, Lesson Plans, and LKPD. The practical instrument in the form of student response questionnaires to assess the usability and ease of use of LKPD. Learning Tools developed will be validated by three validators and revised according to the validator's suggestions. Next, a small group trial was conducted with six students. The results of the average validation score for the Syllabus are 3.84, RPP 3.75, and LKPD 3.64, so the learning tools are categorized as very valid. The result of the average percentage of the practicality of LKPD is 91.15%, with a very practical category. Based on the results of data analysis, it was concluded that this study produced a product in the form of a mathematical learning device based on the Problem Based Learning model on the material of Three-Dimensional Shapes that was valid for Syllabus, RPP, and LKPD and practical for LKPD.

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Agustin, Ririn Dwi, Mika Ambarawati, and Era Dewi Era Dewi Kartika. "Ethnomatematika: Budaya dalam Pembelajaran Matematika." Laplace : Jurnal Pendidikan Matematika 2, no. 1 (June 18, 2019): 11–18. http://dx.doi.org/10.31537/laplace.v2i1.190.

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The application of ethnomathematics-based cultural education that is integrated into learning can be through the development of learning instruments. Learning instruments consist of syllabus, learning material, student worksheets, learning resources, learning media, and evaluation tools. This studies discusses about worksheets, lesson plans, and syllabus in which ethnomatematics and character education have been included with purpose was to explain the development of syllabus, learning material, and mathematics student worksheets based on ethnomatematics in strengthening student character education.

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Payasto, Eko, Maimunah Maimunah, and Sehatta Saragih. "Development of Mathematic Learning Devices Through The Application of The Problem Based Learning Model to Facilitate KPMM in Number Pattern Materials." Journal of Educational Sciences 5, no. 2 (April 24, 2021): 267. http://dx.doi.org/10.31258/jes.5.2.p.267-277.

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This research is motivated by the low ability of students to solve mathematical problems (KPMM) and the teacher has not been optimal in developing mathematics learning tools independently. The purpose of this study was to produce mathematics learning tools through the application of the Problem Based Learning (PBL) model to facilitate KPMM students of SMP Negeri 2 Pangkalan Lesung on number pattern material. This type of research is development research using the 4-D model. Learning tools developed in the form of syllabus, lesson plan (RPP) and student worksheets (LKPD) and KPMM questions. The instruments in this study were validation sheets and student questionnaires. Validation sheets consist of syllabus validation sheets, lesson plans validation sheets, and student worksheet validation sheets, while student questionnaires are in the form of student response sheets. Based on the results of the validation analysis, it shows that the device being developed is very valid. The result of the validation of the syllabus was 3.79; the average RPP score was 3.67; and the average LKPD score was 3.66. The student response questionnaire on the small-scale test showed an average percentage of 94.67% with the very practical category. The learning tools developed were valid and practical for use by students of SMPN 2 Pangkalan Lesung.

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Tarasenkova, Nina, Iryna Akulenko, Iryna Kulish, and Iryna Nekoz. "Instructional design of mathematics and language integrated learning (MLIL) for future Mathematics teachers." Educ. Form. 7 (August 12, 2022): e8362. http://dx.doi.org/10.25053/redufor.v7.e8362.

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This article focuses on the problem of Mathematics and English Integrated Learning (MLIL) by future Mathematics teachers. Our literature review on the problem shows a variety of aspects that scientists consider when studying the MLIL model. However, previous researches did not consider the problem of appropriate learning materials (LM) for MLIL in detail. The paper shows the results of two conducted surveys of students majoring in Mathematics and Secondary Education (Mathematics) in Ukraine (82 and 32 participants, respectively). They helped us to make a conclusion about: the importance of the integrated learning for both mathematical and language students’ competence; the importance of syllabus elements reflecting both the mathematical and linguistic components of the goals, objectives, and the expected learning outcomes; the necessity of the MLIL content to be consistent with the current needs of students; the necessity of using different means of scaffolding, in particular the opportunities of ICT.

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Chong, Zhiwei, Zhuoyi Wu, and Yajun Wei. "Novel derivation of equations of motion for a body falling with resistance." Physics Education 57, no. 1 (November 23, 2021): 015017. http://dx.doi.org/10.1088/1361-6552/ac35b2.

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Abstract The motion equations of a body under gravity and resistance linearly dependent on speed are usually analysed by solving differential equations. In this paper we report a derivation not explicitly involving differential equations but instead based on some elementary mathematical operations. The derivation uses only knowledge covered in a typical secondary school mathematics syllabus.

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Lestari, Ayu Dwi, Kartini Kartini, and Zulkarnain Zulkarnain. "Development of Guided Invention Based Learning Tools on Circle Material to Facilitate Mathematical Comprehension Ability of Class VI SD / MI." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 104. http://dx.doi.org/10.31258/jes.5.1.p.104-118.

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This research was motivated by the lack of teachers in developing learning tools causing students' mathematical understanding is still in the low category. The learning devices used in schools have not trained students' mathematical understanding skills. The aim of this study is to produce guided discovery-based mathematics learning tools to facilitate mathematical comprehension skills that meet the validity and practicality requirements. This type of research was a development research using the ADDIE model. The instruments used in this study were the syllabus validation instrument, lesson plans, student worksheet and practicality using student response questionnaires. Based on the results of data analysis, it shows that the guided discovery-based mathematics learning device is a valid category. The results of the validation of the syllabus, RPP and LKPD showed that the category was very valid with the value sequentially obtaining a score of 92.5%; 95%; and 94.87%. The results of the practicality data analysis in small group trials showed a very practical category with a score of 93.64%. It can be concluded that the learning tools developed are feasible and practical to use in the learning process.

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Bunting, Tom, and Joyce S. Batty. "Pure Mathematics (Volume 1 of the Core 'A' Level Syllabus)." Mathematical Gazette 71, no. 457 (October 1987): 239. http://dx.doi.org/10.2307/3616778.

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Putri, Anike, Yenita Roza, and Maimunah Maimunah. "Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 83. http://dx.doi.org/10.31258/jes.4.1.p.83-92.

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This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

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Abu Bakar, Suriati, Nur Raidah Salim, Ahmad Fauzi Mohd Ayub, and Kathiresan Gopal. "Success Indicators of Mathematical Problem-Solving Performance Among Malaysian Matriculation Students." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 97–116. http://dx.doi.org/10.26803/ijlter.20.3.7.

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This study identifies the success indicators of mathematical problem-solving performances among Malaysian matriculation students divided into four indicators: mathematical beliefs, mathematics attitudes, mathematics self-efficacy and metacognitive skills. For this purpose, 368 matriculation students from three matriculation colleges were selected as respondents using proportioned stratified sampling. This study utilized a descriptive correlational design approach. A set of questionnaires and a mathematics test were used as the instruments. Independent variables were measured using a questionnaire, while mathematical problem-solving performance was measured using a mathematics test. The findings show students had a high level in mathematics beliefs, attitude towards mathematics, mathematics self-efficacy and metacognitive skills. Statistical tests to determine success indicators predicting mathematical problem-solving performance revealed that mathematics self-efficacy does not contribute significantly to these variables and that metacognitive skills make the most decisive contribution, followed by mathematics attitude and mathematics beliefs. Hence, this study suggests that problem-solving should be included as an essential part of the mathematics matriculation syllabus to enable students to improve their problem-solving abilities.

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Erika, Meilinda, Titi Solfitri, and Zulkarnain. "DEVELOPMENT OF MATHEMATICS LEARNING INSTRUMENTS OF PROBLEM BASED LEARNING MODEL ON SETS MATERIAL FOR THE 7TH GRADE OF JUNIOR HIGH SCHOOL." Jurnal Prinsip Pendidikan Matematika 3, no. 1 (May 14, 2021): 57–64. http://dx.doi.org/10.33578/prinsip.v3i1.77.

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This research purpose is to produce mathematics learning devices such as syllabus, lesson plans, and student worksheets by using Problem Based Learning on sets material for the seventh grade of junior high school. The development model used in this research is the 3-D model, which consists of defining, designing, and developing. Method development in this research is discussion, questions and answers, and assignment. The learning devices that have been developed were validated by three validators and revised according to suggestions from the validators. The average score of the validation results for the syllabus, lesson plans, and student worksheets are 90.25%, 91.25%, and 91.75% with very valid categories. The results of this validation indicate that the syllabus, lesson plans, and student worksheets are feasible to be tested. The researcher conducted trials one by one on six students to see the students’ responses and readability to student worksheets developed with a Problem Based Learning model. It was found that the student worksheets being developed can help them in studying the set material, is easy to understand, the explanation is clear enough and the students’ worksheets look interesting. The product of this research is device learning that is the syllabus, lesson plans, and student worksheets. Based on the results of data analysis and discussion, the syllabus, lesson plans, and student worksheets by using Problem Based Learning model on sets material for the seventh grade of junior high school has fulfilled valid.

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Cilli-Turner, Emily, Justin Dunmyre, Thomas Mahoney, and Chad Wiley. "Mastery Grading: Build-A-Syllabus Workshop." PRIMUS 30, no. 8-10 (April 2, 2020): 952–78. http://dx.doi.org/10.1080/10511970.2020.1733152.

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Faniyanti, Meiana, Syofni, and Sakur. "DEVELOPMENT OF MATHEMATICS LEARNING DEVISES ON DISCOVERY LEARNING MODEL ON SQUARE AND TRIANGLE MATERIAL FOR THE SEVENTH GRADE STUDENT OF JUNIOR HIGH SCHOOL." Jurnal Prinsip Pendidikan Matematika 3, no. 2 (October 31, 2021): 51–59. http://dx.doi.org/10.33578/prinsip.v3i2.82.

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This research is motivated by the limited mathematics learning tools that are in accordance with the 2013 curriculum. The aim of this research is to produce learning tools in the form of a syllabus, lesson plans (RPP), and student activity sheets (LAS) using discovery learning models in the material of class VII quarters and triangles. SMP / MTs. The development model used in this study is the 4-D model which consists of four stages of development, namely defining, designing, developing, and distributing. Data collection using practical instruments. The learning tools that have been developed are validated by three expert validators. The findings of the study revealed that the results of the syllabus validation analysis were 3.79 or very valid categories, RPP were 3,87 or very valid categories and LAS were 3.82 or very valid categories. The results of this validation analysis indicate that the syllabus, lesson plans, and LAS are considered valid. Furthermore, the results of the practicality trial in the small group for LAS were 3.50 or very practical category. The conclusion of this study is that the mathematics learning tools developed using the discovery learning model in the material of Quadrilateral and Triangles of class VII SMP / MTs which include syllabus, lesson plans and LAS are valid and feasible to use.

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Syahril, Ravina Faradilla, Sehatta Saragih, and Susda Heleni. "DEVELOPMENT OF MATHEMATICS LEARNING INSTRUMENT USING PROBLEM BASED LEARNING MODEL ON THE SUBJECT SEQUENCE AND SERIES FOR SENIOR HIGH SCHOOL GRADE XI." Jurnal Prinsip Pendidikan Matematika 3, no. 1 (January 25, 2021): 9–17. http://dx.doi.org/10.33578/prinsip.v3i1.62.

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This research was done due to the problem found by teachers’ difficulty in developing learning instruments based on the 2013 curriculum. In connection with this, efforts are needed to assist teachers in providing learning instruments that are in accordance with the demands of the 2013 curriculum. The learning instrument form of Syllabus, Learning Implementation Plan (RPP), and Student Worksheets (LKPD). This research aimed to develop mathematics learning instruments. Related to learning management on the 2013 curriculum, one of the recommended learning models is Problem Based Learning (PBL) model. On this basis, the researcher conducted the development of learning instruments by using PBL models on the material sequence and series of class XI SMA/MA by using the 4-D development model. This research instrument used was the Syllabus, RPP, and LKPD sheets to assess the validity of the learning instrument. The results of validation data analysis obtained an average value of the syllabus is 3,76 with a very valid category, RPP is 3,78 with a very valid category and LKPD is 3,75 with a very valid category. Therefore, it can be concluded that the Syllabus, RPP, and LKPD developed are suitable to use for trials in the learning process.

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Rughoonundun, Karishmaraye Gopaul, and Kumar Dookhitram. "Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination." Shanlax International Journal of Education 9, no. 4 (September 1, 2021): 55–58. http://dx.doi.org/10.34293/education.v9i4.4058.

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As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.

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Samsi, Nur, Sehatta Saragih, and Rini Dian Anggraini. "DEVELOPMENT OF MATHEMATICAL LEARNING DEVICES BASED ON PROBLEM BASED LEARNING MODEL ON THREE DIMENSIONAL MATERIAL TO FACILITATE HIGHER-ORDER THINKING SKILLS FOR STUDENTS IN CLASS XII SMA/MA." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 59–67. http://dx.doi.org/10.33578/prinsip.v4i2.120.

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This research produces a product in the form of a mathematics learning device using a Problem Based Learning model on Three Dimensional material to facilitate students' Higher Order Thinking Ability. Validity and practicality is the instrument of the research. 4-D is a model of development. The validity instrument is in the form of a validation sheet to assess the validity of the learning tools, namely the syllabus, RPP, and LAS. The practicum instrument is a student response questionnaire to assess the usefulness and ease of use of LAS. Three validators will validate it and revise it according to the validator's suggestions. Then a limited group trial was conducted with six students. The results of syllabus validation 3.79, RPP 3.73, and LAS 3.58 are very valid. While the result of LAS is 85.15%, it is said to be a very practical category. Based on these, it was concluded that this study produced a product in the form of a mathematical learning device based on the Problem Based Learning model on Three Dimensional material that was valid for syllabus, RPP, and LAS and practical for LAS.

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Norton, Stephen, Campbell J. McRobbie, and Tom J. Cooper. "Teachers’ responses to an investigative mathematics syllabus: Their goals and practices." Mathematics Education Research Journal 14, no. 1 (November 2002): 37–59. http://dx.doi.org/10.1007/bf03217115.

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Heinze, Clint, Janet Haase, and Helen Higgins. "An Action Research Report from a Multi-Year Approach to Teaching Artificial Intelligence at the K-6 Level." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 3 (July 15, 2010): 1890–95. http://dx.doi.org/10.1609/aaai.v24i3.18830.

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In Australia, the Scientists-in-Schools program partners professional scientists with teachers from K-12 schools to improve early engagement and educational outcomes in the sciences and mathematics. An overview of the developing syllabus of a K-6 course resulting from the pairing of a senior AI researcher with teachers from a K-6 (primary) school is presented. Now entering its third year, the course introduces the basic concepts, vocabulary and history of science generally and AI specifically in a manner that emphasises student engagement and provides a challenging but age appropriate syllabus. Reflecting on the course at this time provides an action research basis for ongoing maturation of the syllabus, and the paper is presented in that light.

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Yustinaningrum, Bettri, Nurmalina Nurmalina, and Nurliana Nurliana. "Validitas Perangkat Realistic Mathematics Berbasis Kearifan Budaya Lokal Gayo." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 3, no. 1 (January 4, 2019): 109. http://dx.doi.org/10.31331/medivesveteran.v3i1.685.

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Realistic Mathematics berbasis kearifan budaya lokal menekankan pada pembelajaran matematika yang dikaitkan dengan realita dan aktivitas kebudayaan siswa. Tujuan dari penelitian ini adalah untuk mengembangkan perangkat pembelajaran Realistic Mathematic s berbasis kearifan budaya lokal suku Gayo pada materi geometri. Pengembangan perangkat pembelajaran menggunakan model 4-D yang terdiri atas tahap menefinisikan (define), mendesain (design), mengembangkan (development), dan menyebarkan (dissemination). Perangkat pembelajaran yang dibuat adalah silabus, RPP, LKS, dan buku siswa. Melalui hasil pengembangan perangkat pembelajaran diperoleh bahwa perangkat pembelajaran valid berdasarkan hasil validitas pakar. Kata Kunci : kearifan budaya lokal, Realistic Mathematic s, suku Gayo. ABSTRACT Realistic Mathematics based on local wisdom emphasizes the mathematics learning which is associated with students’ reality and cultural activities. The purpose of this research is to develop Realistic Mathematic s learning kit based on the local wisdom of Gayo on geometry. The learning kits are developed by using the 4-D model (define, design, develop, and dissemination). The learning kits consist of syllabus, lesson plans, student worksheets, and student books. The learning kits are valid based on the face validity. Keywords: local wisdom, Realistic Mathematic s, Gayonese.

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Sobriani, Desti, and Titi Solfitri. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES WITH PROBLEM BASED LEARNING (PBL) MODEL ON STATISTICS MATERIALS FOR SMP/MTs CLASS VIII." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 43–49. http://dx.doi.org/10.33578/prinsip.v4i2.116.

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This study aims to produce mathematics learning tools in the form of a syllabus, lesson plans (RPP), and student worksheets (LKPD) based on a problem-based learning model on statistical material for class VIII junior high school students. This study uses a 4-D development model, which includes four stages, namely: (1) define; (2) design; (3) develop; and (4) dIsseminate. The research instrument used is the instrument of validity and practicality. The validity instrument is in the form of a validation sheet to assess the feasibility of the syllabus, lesson plans, and LKPD. The practical instrument is in the form of a student response questionnaire to the use of LKPD. The learning tools that have been compiled are then validated by three validators and revised according to suggestions from the validators. The valid learning tools were then tested in small groups with the subject of 6 students of class VIII SMP. Based on the results of data analysis and discussion, mathematics learning tools in the form of syllabus, lesson plans and LKPD with a problem-based learning model on statistical material are considered very valid and very practical to be used by junior high school students of class VIII.

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Yakob, Mohd Asmadi, Amiratul Munirah Yahaya, Nur Nafhatun Md Shariff, and Zety Sharizat Hamidi. "STEM Education Elements in Islamic Studies Syllabus in Malaysia." Environment-Behaviour Proceedings Journal 7, SI7 (August 31, 2022): 393–97. http://dx.doi.org/10.21834/ebpj.v7isi7.3805.

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STEM education integrates science, Technology, Engineering, and Mathematics knowledge that is emphasized in Malaysia Education Blueprint 2013-2025. A few STEM elements are drawn in Islamic Education syllabus in the lower forms. This study aims to examine the extent to which STEM elements are absorbed in form one to three Islamic Education syllabus. Qualitative study framework that analyses the extent of STEM elements existence in Islamic Education syllabus based on syllabus perception. Excellent and efficient teaching can inculcate students' interest in science, and the awareness of its integration with Islamic religion is needed for the ummah and Islamic civilization advancement. Keywords: STEM Education, Syllabus, Islamic Education eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI7%20(Special%20Issue).3805

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Putri, Novalina Okta Dwi, and Sakur. "DEVELOPMENT OF LEARNING DEVICES BASED ON PROBLEM BASED LEARNING MODELS ON THE MATERIAL OF SOCIAL ARITHMETIC TO FACILITATE MATHEMATICS COMMUNICATION SKILL FOR CLASS VII SMP/MTs STUDENTS." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 17–25. http://dx.doi.org/10.33578/prinsip.v4i2.110.

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This research is motivated by teachers who still have difficulty designing learning tools based on the 2013 curriculum. This study aims to produce mathematical learning tools based on a problem-based learning model to facilitate students' valid and practical mathematical communication skills. Learning tools are developed in the form of a syllabus, lesson plan (RPP), and student worksheets (LAS). The development model used is the 4-D model, in which stages are defined, designed, developed, and disseminate. The test subjects in this study were 6 class VII students. The test instrument used was a validity instrument in the form of a validation sheet to assess the appropriateness of the learning device and a practicality instrument in the form of a student response questionnaire to assess the practicality of using LAS. Based on the validation data analysis results, it is concluded that this mathematics learning tool is very valid, with the average rating for the syllabus being 3,84, for RPP is 3,76, and for LAS being 3,72. Based on the practicality data analysis results, the student response questionnaire showed a very practical category with an average assessment of 3,61.

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Méndez-Mantuano, Marcel Oswaldo, Mariuxi Yomaira Olvera Morán, Evelyn Carolina Egüez Caviedes, Keyla Ximena Bodero Jiménez, and Darwin Vicente Apolo Robles. "Metodología para Evaluación y Actualización de los Contenidos del Syllabus." European Scientific Journal, ESJ 17, no. 32 (September 30, 2021): 90. http://dx.doi.org/10.19044/esj.2021.v17n32p90.

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Un buen contenido de Syllabus es una promesa que realiza el docente en beneficio de sus estudiantes. Por ello, existe la necesidad de valorar los temas que son expuestos en las diferentes cátedras, ya que los contextos sociales, económicos y productivos son dinámicos y evolucionan de manera constante y sostenida. La investigación propone una metodología para la evaluación y actualización de los contenidos de los Syllabus, a través de 4 diferentes perspectivas: docente, estudiantil, empresarial y tendencial, por medio del análisis de un estudio de caso aplicado para la asignatura de Matemática Aplicada de la carrera de Tecnología en Administración y dictada durante el segundo período académico 2020 – 2021 (diciembre a mayo). La propuesta metodológica se desarrolló por medio de encuestas a los grupos focales determinados (docentes, estudiantes y delegados empresariales), también se realizó un análisis del Syllabus de la asignatura de Matemática Aplicada a la Administración de la carrera de Licenciatura en Administración del Tecnológico Nacional de México y se contrastaron los contenidos del Syllabus en análisis y el perteneciente a la institución mexicana. Cada una de las 4 perspectivas tiene una valoración porcentual del 25 % en relación con el promedio de los promedios en cada uno de los ítems. La semaforización de los resultados finales del estudio de caso determinó que el 65 % de los contenidos (ítems) se deben mantener dentro de los Syllabus de Matemática Aplicada de la carrera de Tecnología en Administración, mientras que el 35 % de dichos contenidos se tienen que reestructurar, de tal manera, que se fomente el desarrollo aplicativo de los contenidos dentro de un contexto laboralproductivo. También existen contenidos temáticos que deben ser incorporados dentro del documento pedagógico. La propuesta es flexible, donde se posibilita la incorporación de otros elementos que ayuden a esclarecer y fortalecer la metodología. Good Syllabus content is a promise made by the teacher for the benefit of their students. For this reason, there is a need to assess the topics that are exposed in the different chairs, since the social, economic, and productive contexts are dynamic and evolve in a constant and sustained way. The research proposes a methodology for the evaluation and updating of the contents of the Syllabus, through 4 different perspectives: teacher, student, business, and trend, through the analysis of a case study applied to the subject of Applied Mathematics of the Technology in Administration degree and dictated during the II academic period 2020 – 2021 (December to May). The methodological proposal was developed by means of surveys to the specific focus groups (teachers, students, and business delegates), an analysis of the Syllabus of the subject of Mathematics Applied to Administration of the Bachelor of Administration of the National Technological Administration of Mexico and the contents of the Syllabus under analysis and that belonging to the Mexican institution were contrasted. Each of the 4 perspectives has a 25% percentage valuation in relation to the average of the averages in each of the items. The traffic lights of the results of the case study determined that 65% of the contents (items) should be kept within the Syllabus of Applied Mathematics of the Technology in Administration career, while 35% of said contents must be restructure, in such a way as to promote the application development of the contents within a labor-productive context. There are also thematic contents that must be incorporated into the pedagogical document. The proposal is flexible, where the incorporation of other elements that help clarify and strengthen the methodology is possible.

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Hrybiuk, Olena. "MATHEMATICAL FOUNDATIONS OF ADVANCED INFORMATICS: SPECIFICS OF TEACHING THE COURSE WITH UTILIZATION OF THE SYSTEM GRAN AND UTILIZATION FOR PARTICIPANT-DIRECTED LEARNING." Theory and practice of social systems management, no. 1 (August 31, 2021): 118–31. http://dx.doi.org/10.20998/2078-7782.2021.1.10.

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The article considers the issue of computer training of mathematics teachers in the context of using computer mathematics systems as a teaching tool. The analysis of propaedeutic tasks of the course “Mathematical foundations of Advanced Informatics” (MFAI) is carried out. The system of tasks is considered and situational tasks are analyzed with the use of rules-guidelines and methodical instructions for solving problems with the use of the GRAN system. An updated syllabus of the training course is offered taking into account modern requirements. The analysis of the logical-structural scheme of the training course “Mathematical foundations of Advanced Informatics” (MFAI) is considered. The main advantages of using the GRAN system are demonstrated. The results of the conducted pedagogical experiment using the computer mathematics system GRAN are offered. Criteria, indicators and methods of diagnosing the effectiveness of student learning are substantiated. The classification of problems is carried out and examples of didactic materials for teaching the course using computer mathematics systems GRAN are offered.

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Saputra, Ronny, and Sehatta Saragih. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES WITH PROBLEM BASED LEARNING ON SOCIAL ARITHMETIC MATERIALS FOR STUDENTS OF CLASS VII SMP/MTs." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 36–42. http://dx.doi.org/10.33578/prinsip.v4i2.115.

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This research produces mathematics learning tools in the form of syllabus, lesson plans (RPP), and student worksheets (LKPD) based on the Problem Based Learning model of social arithmetic material for seventh-grade junior high school students. This study uses a 4-D development model which includes four stages, namely: (1) define (define); (2) design (planning); (3) develop (development); and (4) spread (spread). The research instrument used is the instrument of validity and practicality. The validity instrument is in the form of a validation sheet to assess the feasibility of the syllabus, lesson plans, and LKPD. The practicum instrument is in the form of a student response questionnaire to use LKPD. The learning tools that have been compiled are then validated by three validators and revised according to suggestions from the validators. The valid learning tools were then tested in the readability test with four seventh grade junior high school students and a small group trial with nine junior high school class VII students as the subject. Based on the data analysis and discussion results, mathematics learning tools in the form of syllabus, lesson plans, and LKPD based on Problem-Based Learning models on social arithmetic material are considered very valid and practical to be used by class VII junior high school students.

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Siahaan, Evi Afrina Widayati, and Armis. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES BASED ON PROBLEM-BASED LEARNING ON THE MATERIAL OF POLYHEDRON FOR CLASS VIII SMP/MTs STUDENTS." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 9–16. http://dx.doi.org/10.33578/prinsip.v4i2.109.

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This research aims to produce mathematics learning tools in the form of syllabus, lesson plans (RPP), and student worksheets (LKPD) based on learning models based on the problem of building flat side spaces for 8th-grade students of junior high school. This research uses a 4-D development model which includes four stages, namely: (1) define (defining); (2) design (planning); (3) develop (development); and (4) disseminate (spread). The research instrument used is the instrument of validity and practicality. The validity instrument is in the form of a validation sheet to assess the feasibility of the syllabus, lesson plans, and LKPD. The practical instrument is in the form of a student response questionnaire to the use of LKPD. The learning tools that have been compiled are then validated by three validators and revised according to suggestions from the validators. The valid learning tools were then tested in small groups with the subject of 6 students in grade 8th junior high school. Based on the data analysis and discussion results, mathematics learning tools in the form of Syllabus, RPP and LKPD based on learning models based on problems in the flat-sided space building material are considered very valid and practical to be used by 8th-grade students of junior high school.

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Maika, Zahratul, Rini Dian Anggraini, and Syofni. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES WITH PROBLEM BASED LEARNING MODEL ON SET MATERIAL FOR THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL." Jurnal Prinsip Pendidikan Matematika 3, no. 1 (February 19, 2021): 26–33. http://dx.doi.org/10.33578/prinsip.v3i1.74.

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The background of this research is the existence of curriculum change that claiming teachers to develop the learning devices and also still the limited learning devices that matching with the 2013 curriculum. This research aims to produce products in the form of mathematics learning devices such as syllabus, lesson plan, and student worksheet. The research method in this research is research and development. The development model in this research is the 4-D model which consists of the following stages define, design, develop and disseminate. The learning devices have been validated by three validators. Based on the analysis, the result of the validation of syllabus, lesson plan, and student worksheet is 3,73; 3,59; and 3,52 with very valid categories. The student worksheet that has been valid then tried out to the small groups (6 students) with different cognitive abilities. In the current conditions of the Covid-19 pandemic, the trial was carried out by sending a student worksheet and questionnaire via WhatsApp. Based on the analysis, the score of the small group trial result of the student worksheet is 3,42 in the very practical category. This research produced mathematics learning devices. Based on analysis and discussion that the of mathematics learning devices such as syllabus, lesson plan and student worksheet with Problem Based Learning model on set material for the seventh grade of junior high school has fulfilled valid category and student worksheet has fulfilled practical category.

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Sugianto, Sugianto, Yenita Roza, and Maimunah Maimunah. "Mathematics Learning Media Development Using Realistic Mathematics Education." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 668. http://dx.doi.org/10.31258/jes.4.3.p.668-678.

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This research aims to develop learning mathematics media using proven validity-PMR approach, practicality and effectiveness in improving HOTS of Junior High School students class VIII. This type of research was the development of ADDIE model consisting of analysis, design, development, implementation and evaluation. The tests were carried out in four phases, expert test, limited test, field test, and effectiveness test. The subjects in this study were teachers and students. The instruments used were validation sheet, student’s questionnarie, observation sheet and instrument test. The results show the learning media developed has fulfilled validity, practicality and effectiveness aspect. (1) The validity result shows the developed learning media in the category very valid with the average value on syllabus 3.81. While the learning plane (RPP) is 3.62, and student worksheet (LKPD) is 3.51, and test instrument is 3.45. (2) Limited test results shows the developed mathematical learning media in very practical category with score of 3.41. (3) Field test result shows the learning media developed is very practical, on teacher learning implementation observation sheet 3.62, on the student’s questionnaire 3.44. Finally, the developed learning media can be ready to use in the school.

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Chissick, Naomi. "Promoting Learning through Inquiry." Mathematics Teacher 97, no. 1 (January 2004): 6–11. http://dx.doi.org/10.5951/mt.97.1.0006.

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The process of including open-ended tasks and inquiry-based learning in the mathematics syllabus of high school. Article discusses 3 levels of open ended investigations to enhance learning. Includes 3 open ended investigations.

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Jusmawati, Jusmawati, Satriawati Satriawati, Akhiruddin Akhiruddin, Abdul Rahman, Nurdin Arsyad, and R. Irman. "Developing mathematics learning devices based on creative problem solving model in elementary school." Linguistics and Culture Review 5, no. 1 (November 19, 2021): 406–21. http://dx.doi.org/10.21744/lingcure.v5n1.1807.

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The aim of this study is to determine the characteristics of teaching materials with a valid, practical, and effective for Creative Problem Solving (CPS) model, to improve mathematics learning outcomes for elementary school students. The teaching materials developed were syllabus, lesson plan, student worksheets and modules. This research used Research & Development (R&D) with a Four-D development model consisting of 4 phases of development, namely: Define, Design, Develop and Disseminate. At the Define phase, the researcher conducts initial analysis, student analysis, concept analysis, performance/task analysis and analysis of the formulation of learning objectives. At the Design phase, the researcher arranges tests, selects formats, and designs the syllabus, lesson plans, worksheets, and modules based on creative problem solving. At the development phase, which consists of the assessment of experts with the results of the validation of teaching materials and the results of the validation of research instruments and the dissemination phase of the dissemination of research tools and results. The research instrument used the implementation of the model, student activities, teacher responses, students’ responses and learning outcomes.

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Kepert, Barry. "Mathematics for Aboriginal Students Who Have A Different Worldview." Aboriginal Child at School 19, no. 2 (May 1991): 32–41. http://dx.doi.org/10.1017/s0310582200007409.

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Language develops our thoughts and shapes our understanding of the environment. Through working in different schools I have noticed that English plays a key role in the acquisition of school mathematics. Not only is the mathematics syllabus expressed in English but those students growing up using English appear to have a view of their world that is far more compatible with this mathematics than those students who use an Aboriginal language. The worldview of students using an Aboriginal language would appear to be very different.

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Romi Pirdaus. "DEVELOPMENT OF MATHEMATICAL LEARNING DEVICES USING PROBLEM SOLVING STRATEGY IN STAD-TYPE COOPERATIVE LEARNING MODEL ON PYTHAGORAS THEOREM MATERIAL." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 68–76. http://dx.doi.org/10.33578/prinsip.v4i2.121.

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This research produces a product in the form of a mathematics learning device using the STAD type cooperative learning model on the Pythagorean Theorem material using problem solving strategies. The development model used is a 4-D model, namely Define, Design, Develop, and disseminate. The research instrument used is instrument validity and practicality. The validity instrument is in the form of a validation sheet to assess the validity of the learning tools, namely the syllabus, lesson plans, and LAS. The practicum instrument is a student response questionnaire to assess the usefulness and ease of use of LAS. The Learning Toolkit developed will be validated by three validators and revised according to the validator's suggestions. Subsequently, a small group trial was conducted with six students. The average value of syllabus validation is 3.76, lesson plans are 3.82, and LAS is 3.63, so the learning tools are categorized as very valid. The average result of the practicality of LAS is 85.95% in the very practical category. Based on the results of data analysis, it was concluded that this study produced a product in the form of mathematics learning tools using problem solving strategies with the STAD Type Cooperative learning model on the valid Pythagorean Theorem for Syllabus, RPP, and LAS. and practical for LAS.

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Hsu, Wei-Ling, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu, and Tian-Yow Chern. "Curriculum Design in Construction Engineering Departments for Colleges in Taiwan." Education Sciences 9, no. 1 (March 24, 2019): 65. http://dx.doi.org/10.3390/educsci9010065.

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Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.

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Pebriari, Ni Komang Supitri, I. Gede Margunayasa, and Ni Nyoman Kusmariyatni. "Development of Collaborative Learning Devices on Two-Dimentional Figure Topic of Mathematics for 4th Students." Jurnal Inovasi Pendidikan Dasar 5, no. 1 (November 8, 2019): 17–24. http://dx.doi.org/10.22236/jipd.v5i1.91.

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This study aimed to develop collaborative learning device for mathematic course specified on two-dimentional figure on 4th grade students. The design of this study was Research and Development by using Prototype model in which the steps were 1) listening and obtaining the need for the device 2) organizing and making prototype 3) testing. The subject of this study was a collaborative learning device. Instrument used to measure the validity of the learning device was rating scale in the form of assessment tools from the expert. The data were obtained by using methods, namely questionnaire by using quantitative and qualitative data analysis. Testing resulted the numeric data and the average score was converted in PAP table 5 scale. The result showed that 1) collaborative learning device in mathematic course specified on two-dimentional figure involved 1 syllabus, 6 lesson plans, 6 student worksheet, 2) this product was validated by expert of mathematic, expert in education and 2 teachers from different school with the average score 4.42 for syllabus, 4.51 for lesson plan and 4.62 for student worksheet and the category was “very good”.

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Nakhanu, Shikuku Beatrice. "Effect of Syllabus Coverage on Secondary School Students’ Performance in Mathematics in Kenya." International Journal of Educational Sciences 4, no. 1 (April 2012): 31–34. http://dx.doi.org/10.1080/09751122.2012.11890024.

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Baker, Robert N. "THE MATHEMATICS SYLLABUS AND ADULT LEARNERS IN COMMUNITY COLLEGES: INTEGRATING TECHNIQUE WITH CONTENT." Community College Journal of Research and Practice 25, no. 5-6 (June 2001): 391–402. http://dx.doi.org/10.1080/106689201750192247.

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Suto, Irenka, Gill Elliott, Nicky Rushton, and Sanjana Mehta. "Going beyond the syllabus: a study of A level Mathematics teachers and students." Educational Studies 38, no. 4 (October 2012): 479–83. http://dx.doi.org/10.1080/03055698.2011.643108.

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Patricia, Putri, Rini Dian Anggraini, and Maimunah. "Pengembangan Perangkat Pembelajaran Matematika Menggunakan Model Discovery Learning pada Materi Bangun Ruang Sisi Lengkung Kelas IX SMP/ MTs." Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika 4, no. 1 (October 30, 2021): 356–68. http://dx.doi.org/10.30606/absis.v4i1.907.

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This study aims to create mathematics learning devices such as a syllabus, lesson plans, and student worksheets for the 9th grade of junior high school using discovery learning on curved face three-dimensional (cylinder, cone, and sphere) material. The incompatibility instruments arranged by the teacher based on the 2013 Curriculum inspired this research. The 4-D development model was used in this study, and it consists of defining, designing, developing, and disseminating stages. The validation sheet and student response questionnaires were the instruments used in this study. The learning that was developed was validated by three of the validators and revised based on their suggestions. With very valid categories, the average score of the validation results for the syllabus is 3,79, lesson plans are 3,81, and student worksheet is 3,73. This validation indicates that the syllabus, lesson plans, and student worksheet can be sampled. Then, in small groups, valid student worksheets are tested. The average percentage of small group trial results for student worksheets is 92,29 percent, with a very practical category. Based on the results of data analysis and discussion, it can be concluded that syllabus, lesson plans, and student worksheets by using discovery learning on curved face three dimensional material for the 9th grade of junior high school has fulfilled valid

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Khasanah, Uswatun, Nahor Murani Hutapea, and Zulkarnain Zulkarnain. "Development of Mathematic Learning Devices Based on Discovery Learning Model To Facilitate Students’ Mathematic Communication Ability." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 141. http://dx.doi.org/10.31258/jes.5.1.p.141-155.

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The condition of the learning equipment used by the teacher is not in accordance with the demands of the 2013 curriculum. Learning activities and Student Worksheets (LKPD) used in the learning process have not been able to facilitate the improvement of students' Mathematical Communication Ability (KKM). Teachers have not designed learning tools that can encourage student activities to facilitate the improvement of KKM. This study aims to produce learning tools based on the Discovery Learning model to facilitate the improvement of the KKM of students that are valid and practical. This development research uses the ADDIE development model with the stages of Analysis, Design, Development, Implementation, and Evaluation. The products produced from this research on the development of learning tools are syllabus, lesson plans, LKPD and KKM questions. The results of the validation test for the syllabus, RPP, LKPD and KKM questions obtained consecutively a percentage of 92.19%, 93.37%, 93.14% and 94.64% with very valid categories. The practicality test results got a percentage of 84.52% for small group trials and 94.00% for teacher responses in the very practical category. The results of the validation and practicality test state that mathematics learning tools based on the Discovery Learning model can facilitate students' Mathematical Communication Ability.

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Anggraini, Chindi, Susda Heleni, and Sakur. "DEVELOPMENT OF LEARNING DEVICE BASED ON PROBLEM BASED LEARNING TO FACILITATE THE MATHEMATICAL PROBLEM SOLVING STUDENT ABILITY ON ALGEBRA FORM OPERATIONS MATERIAL." Jurnal Prinsip Pendidikan Matematika 3, no. 2 (August 11, 2021): 16–25. http://dx.doi.org/10.33578/prinsip.v3i2.85.

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This research is motivated by the teacher's existence for the availability of mathematics learning devices to support the learning process in the classroom according to the 2013 Curriculum. This research aims to produce a mathematical learning device based on Problem Based Learning (PBL) to facilitate seventh-grade students' mathematical problem solving ability of SMP valid and practical on algebra form operation material. The development model used in this study is the 4-D model, which consists of four stages of development: define, design, develop, and disseminate. Learning tools that have been developed are validated by three validators and revised according to the suggestions of the validator. The average result of syllabus validation analysis is 3,89 by category very valid, RPP 3,83 by category very valid, and LAS 3,79 by category very valid. The results of this validation analysis indicate that the syllabus and RPP are worth using. LAS that has been valid then tested in small groups with test subjects of 6 grade VII students of SMP Negeri 25 Pekanbaru. The average result of the small group trial data analysis was 3,30 and categorized as very practical. Based on the results of data analysis and discussion, it can be concluded that the learning instruments developed can facilitate students to develop their mathematical problem solving skills and are suitable for use as a learning resource for students in learning.

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Faradina, Apriliana Tezha Eka, Abdur Rahman As’ari, and Sukoriyanto Sukoriyanto. "Analisis Potensi Penyajian Prosedur Buku New Syllabus Mathematics Jilid II Dalam Meningkatkan Kemampuan Berpikir Kritis." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 11 (November 26, 2019): 1522. http://dx.doi.org/10.17977/jptpp.v4i11.13026.

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Abstract: The main focus of this research is describing potential for presenting book procedures New Syllabus Mathematics volume II in graph of quadratic function in improving critical thinking skills. Critical thinking skills consists of interpretation, analysis, evaluation, and inference. This research used content analysis. The researcher have determined to analyze inverstigation and worked example. This research showed that the presentation of book procedures volume II have the potential to improve interpretation ability and analysis with 100%.Abstrak: Tujuan penelitian ini adalah mendeskripsikan potensi penyajian prosedur buku New Syllabus Mathematics jilid II materi grafik fungsi kuadrat dalam meningkatkan kemampuan berpikir kritis. Kemampuan berpikir kritis terdiri dari interpretasi, analisis, evaluasi, dan inferensi. Penelitian ini menggunakan pendekatan analisis isi. Peneliti memutuskan jenis penyajian prosedur yang dianalisis yaitu investigation dan worked example. Penelitian ini memberikan hasil bahwa penyajian prosedur buku NSM jilid II berpotensi dalam meningkatkan kemampuan interpretasi dan analisis dengan persentasi 100%.

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Ruthven, Kenneth. "Advanced calculators and advanced-level mathematics." Mathematical Gazette 75, no. 471 (March 1991): 48–54. http://dx.doi.org/10.2307/s0025557200230696.

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In July 1988, six small groups of teachers, from Bury, Essex, East Sussex, Leicestershire, Northamptonshire and Suffolk, met together to launch the Graphic Calculators in Mathematics project, sponsored by the National Council for Educational Technology. Each group was locally coordinated by an adviser or advisory teacher, while I was on 0.2 secondment to act as national coordinator of the project. Over the following two years, the project teachers worked with classes of students who had permanent access to graphic calculators throughout their advanced-level mathematics courses. Rather than following any prescribed programme of calculator activities, the teachers were free to plan the work of their classes within the normal syllabus constraints, meeting together from time to time to exchange ideas and review progress. In this article, I want to draw on experience from this project to discuss two major issues that new technology raises for advanced-level mathematics.

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Journal articles on the topic 'Mathematics syllabus'

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