Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T14:56:22ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2014-11-07T04:27:40Z2014-11-07T04:27:40Zhttp://eprints.uny.ac.id/id/eprint/11505This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115052014-11-07T04:27:40ZCONNECTEDNESS DIMENSION OF PRODUCTIVE PEDAGOGIES IN
STUDENT'S UNDERSTANDING TO CONCEPTS OF DIFFERENTIAL CALCULUSUndergraduate students’ understanding of concepts that they have learned usually is
not long lasting. This is due to two aspects; first is the inappropriate teaching
approach and the second is students’ weakness in connecting their prior knowledge
to comprehend a new topic. One of pedagogical frameworks that includes
connectedness dimension is so called Productive Pedagogies. In this research, we
implemented the framework, especially connectedness dimension in teaching the
subject of Differential Calculus, topics Absolute Value, Range and Domain of
functions, and Limit and Continuity of Functions for first year students of
Mathematics Department of Unesa. We planned and tried a teaching approach that
facilitates students to use their prior knowledge to understand the topics being
taught. At the end of the teaching and learning process we gave students a quiz about
the topics and analyzed their works and then triangulated the results by interviewing
a number of students. The results show that students’ level of connecting the topics
to their prior knowledge plays a central role in understanding the concepts being
taught.Abadi AbadiWintarti AtikHariyani Faradillah