KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

The Validity of a Multiple Representation of Calculus With Mathematica Learning Tool for Improving Students' Productive Thinking Abilities

Published date:Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages:584–591

DOI: 10.18502/kss.v7i14.12012

Authors:

Yanuar Hery Murtiantoyanuarheri@upgris.ac.idUniversitas PGRI Semarang

N NizaruddinUniversitas PGRI Semarang

S Sutrisno SutrisnoUniversitas PGRI Semarang

Abstract:

In the era of the fourth industrial revolution, productive thinking skills are in high demand. Creative thinking, critical thinking, and independent learning are all part of productive thinking skills. A person’s ability to solve a problem with various alternatives can be measured in a range of ways, and productive thinking is linked to these abilities. Wolfram Mathematica is a cutting-edge technology that can be used to solve and visualize a wide range of mathematical problems. The purpose of this study was to develop a multiple representation of calculus with Mathematica (MRC-Math) learning tool to improve students’ productive thinking skills. After developing the MRC-Math learning tool, the experts validated the device. Based on the results of the validation, several improvements were made to the learning device, and then the tool was re-validated. The final validation result showed that the MRC-Math learning tool has a high level of validity.

Keywords: validaty, MRC-MATH, multiple representation, calculus, productive thinking ability

References:

[1] ThinkX. Productive thinking fundamental: Participant workbook. Canada, Canada: ThinkX Intellectual Capital IP Inc; 2012. Available from: https://qnet.ca/documents/ ProductiveThinkingBasicStructureToolsQNETHandout2.pdf

[2] Australian Curriculum, Assessment and Reporting Authority. Critical and creative thinking. Australian Curriculum, Assessment and Reporting Authority, Sydney 2015. Available from: https://www.australiancurriculum. edu.au/f-10-curriculum/generalcapabilities/ critical-and-creative-thinking/

[3] N. Nizaruddin and B. Waluyo, “The Analysis of Multiple Representations Ability on Indirect Proof Existence Irrational Numbers for Prospective Mathematics Teacher.,” In: THE 2015 INTERNATIONAL CONFERENCE ON MATHEMATICS, ITS APPLICATIONS, AND MATHEMATICS EDUCATION. pp. 160–175. SANATA DHARMA UNIVERSITY PRESS, Yogyakarta (2015)

[4] Nizaruddin N, Murtianto YH, Happy N. Analysis of multiple profiles of student representations on real analysis courses based on the principles of David Ausubel’s learning theory. Semarang: PGRI University Semarang; 2015.

[5] Endahwuri, D. Development of advanced calculus course learning tools with scaffolding based on problem-solving capabilities. Educational Research Media. 2015;9(1);1-5.

[6] Kalathil, R. R., & Sherin, M. G. (2000). Role of Students ’ Representations in the Mathematics Classroom. In Fourth International Conference on the Learning Sciences (pp. 27–28)..

[7] Gall MD, Borg WR, Gall JP. Educational research: An introduction. Longman Publishing; 1996.

[8] Gagatsis and I. Elia, “THE EFFECTS OF DIFFERENT MODES OF REPRESENTATION ON MATHEMATICAL PROBLEM SOLVING.,” In: The 28th International Conference of the International Group for the Psychology of Mathematics Education. pp. 447–454. Bergen University College, Bergen, Norway (2004)

[9] Brenner ME, Mayer RE, Moseley B et al. Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal. 1997;34(4):663-89. DOI

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