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Traditional Teaching About Angles Compared To An Active Learning Approach That Focuses On Students Skills In Seeing, Measuring And Reasoning, Including The Use Of Dynamic Geometry Software: Differences In Achievement
This research was about an intervention developed for students at the junior high school level, in which the researcher was teaching the concept of angles through paper exercises as well as dynamic geometry software (DGS), using an active learning approach. This research was to find out the impacts of the use of such an approach on students in their learning activities. The researcher compared two parallel classes at the same level, which were the first level of junior high school (age 13-14 years old). The experimental class was taught by the researcher according to the designed intervention. Meanwhile, the control class was taught by the collaborative teacher according to her regular teaching method without using DGS. The data were collected by means of tests (pretest and the posttest), questionnaires, and interviews. Analysis of the pretest scores shows that the experimental class did better than the control class did, but there was initially no significant difference. After the intervention, analysis shows that the experimental class did better than the control class in the end, and the difference was significant. Key words: Active learning, DGS, Student’s achievement, Traditional teaching
Department of Mathematics Education, Yogyakarta State University
PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education
Mathematics Education Department Sriwijaya University
Traditional Teaching About Angles Compared To An Active Learning Approach That Focuses On Students Skills In Seeing, Measuring And Reasoning, Including The Use Of Dynamic Geometry Software: Differences In Achievement (Text)
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