Luthfi, Muhammad Irfan and Wu-Yuin, Hwang and Wardani, Ratna (2019) Authentic U-Fraction in Authentic Learning Environment. S2 thesis, Program Pascasarjana.
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Abstract
In this study, we developed a tablet-based application, namely Authentic U-Fraction to assist elementary school students in learning fractions with authentic contextual support. In this study, an experiment was carried out to investigate the effects of the students’ learning behavior toward the fraction learning achievements using Authentic U-Fraction. Three topics of fractions included are fractions concept, fraction simplification, and fraction addition/subtraction. Totally 54 fifth-grade students were assigned and divide into two groups, one experimental group, and one control group. The control group learned fraction using traditional teaching method and paper-based assignment, while the experimental group using Authentic U-Fraction in an authentic context. After the experiment, the result showed that the experimental group performed better than the control group, especially in understanding fraction and fraction representation. The reason was that by taking the picture, making fraction representation from the picture, and making annotation facilitated students to learn fraction using Authentic U-Fraction. Authentic U-Fraction also helped students to do more practice by themselves and fully explain their solutions, but it does not affect their learning achievement. Because besides students did more practice, they also need to make a complete annotation that includes three different representation: linguistic, logic mathematics, and visual representative. More students did practice with complete annotation higher their learning achievement. Application of three scaffoldings on students’ peer assessment also revealed that meaningful peer assessment could correlate to the students’ learning achievement that also strengthened by the teacher assessment score that also has a higher correlation to the learning achievement from the assessment of assignment side. A Multiple regression result shown that teacher assessment score could strongly predict the posttest score. Overall, students satisfied with Authentic U- Fraction because it is easy to use, easy to learn, and it facilitates the students to learn fraction in an authentic context. In the final, the result of this study contributes essential implications along with conclusion and suggestion for future research.
| Item Type: | Thesis (S2) |
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| Uncontrolled Keywords: | Authentic U-Fraction, Authentic fraction learning, authentic context, multiple representation, the three scaffolding |
| Subjects: | Teknik & Teknologi > Teknik Informatika Teknik & Teknologi > Teknik Elektronika |
| Divisions: | Sekolah Pascasarjana (SPS) > Program Pascasarjana > Pendidikan Teknik Elektronika dan Informatika |
| Depositing User: | Perpustakaan Pascasarjana |
| Date Deposited: | 24 Feb 2020 02:05 |
| Last Modified: | 24 Feb 2020 02:05 |
| URI: | http://eprints.uny.ac.id/id/eprint/67651 |
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