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primary topic: Authentic U-Fraction in Authentic Learning Environment

Authentic U-Fraction in Authentic Learning Environment
type: Thesis
type: Article
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. O…
date: 2019-06-24
status: published
author list: authors
type: EPrint
type: ThesisEPrint
is part of: repository
has document: Authentic U-Fraction in Authentic Learning Environment (Text)
has document: Authentic U-Fraction in Authentic Learning Environment (Other)
subject: Teknik Informatika
subject: Teknik Elektronika

Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
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Authentic U-Fraction in Authentic Learning Environment (Text)
type: Document
has file: Lampiran.pdf
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Program Pascasarjana
type: Organization

Pendidikan Teknik Elektonika dan Informatika, Program Pascasarjana
type: Organization

Hwang Wu-Yuin
type: Person
given name: Hwang
family name: Wu-Yuin

Muhammad Irfan Luthfi
type: Person
given name: Muhammad Irfan
family name: Luthfi

Ratna Wardani
type: Person
given name: Ratna
family name: Wardani

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HTML Summary of #67651 Authentic U-Fraction in Authentic Learning Environment
format: text/html
primary topic: Authentic U-Fraction in Authentic Learning Environment

Teknik Informatika
type: Concept

Teknik Elektronika
type: Concept