Sugiman, Rosnawati and Endah, Retnowati and Ilham, Rizkianto (2014) THE DEVELOPMENT OF A VIRTUAL MATHEMATICS TEACHING AID BASED ON COGNITIVE LOAD THEORY. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014. (Submitted)

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Abstract
Manual mathematics teaching aids are available in all Mathematics Education Laboratory in Indonesia. These aids are used to assist students in doing abstraction and finding concepts and principals in mathematics. Because they are manual, students need to work directly with the teaching aids. This activity makes sure that the numbers of students are the same as the number of the aids. Moreover, the manual teaching aids require many ingredients and variation, for instance the scale and the things which want to weigh. Thus, mathematics teaching aids need to be virtualized so that they become more interactive and practical in utilizing. The development of a virtual mathematics teaching aid can be done by conducting a developmental research (research and development) utilizing 4D Model consisting of define, design, develop, and disseminate phases. Those four D in the 4DModel are phases or syntaxes in developing virtual mathematics education laboratory that will take 3 years. In the year 2013, three phases, define, design, and develop, have been done. The result acquired from the study is the prototype of a virtual mathematics teaching aid used to rounding topic. It consist s of rounding to the nearest ones, tens, and hundreds. The prototype of a virtual teaching aid applying a cognitive load theory is called “Mari Menimbang”. In order to see the validity of the prototype developed, it is assessed by three media experts and 10 practitioners. Those 10 practitioners are junior high school teachers with a lot of experiences in conducting mathematics learning activities. The result of experts’ assessment to intrinsic cognitive, extra cognitive, didactic term, construction term, and technical term is 3.17, 3.10, 3.17, 3.08, 3.40, 3.33, and 3.19 respectively and each of all falls into good category. Meanwhile the result of practitioners’ assessment to those aspects is 3.73, 3.53, 3.58, 3.60, 3.54, 3.73, and 3.60 respectively and each of all falls into good category. Over all, the expert assessment to the virtual mathematics education laboratory is 3.19 which is good category while the practitioners give 3.6 which is also included in good category. According to the second assessment from assessor group to be concluded that the products resulted in this study are appropriate to be tested in mathematics learning classrooms aiming at the practicability and the efficiency. The trial is planned to be conducted in the second year of the study.
Item Type:  Article 

Uncontrolled Keywords:  Cognitive Load Theory, Mathematics Education Laboratory 
Subjects:  Prosiding > ICRIEMS 2014 > MATHEMATICS & MATHEMATICS EDUCATION 
Divisions:  Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika 
Depositing User:  Eprints 
Date Deposited:  12 Nov 2014 12:13 
Last Modified:  12 Nov 2014 12:13 
URI:  http://eprints.uny.ac.id/id/eprint/11591 
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