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dc.contributor.authorTianisa, Wan Tiara
dc.contributor.authorSuparman, S
dc.date.accessioned2019-11-22T02:34:29Z
dc.date.available2019-11-22T02:34:29Z
dc.date.issued2018
dc.identifier.citationAbubakar, A. B., & Arshad, M. Y. 2015. “Self-directed Learning and Skills of Problem-Based Learning: A Case of Nigerian Secondary Schools Chemistry Students.” International Education Studies, 8(12), pp.70-78. Achera, L. J., Belecina, R. R., & Garvida, M. D. 2015. “The Effect of Group Guided Discovery Approach on The Performance of Students in Geometry.” International Journal of Multidisciplinary Research and Modern Education (IJMRME), I (II), pp.2454-6119 Aizikovitsh-Udi, E., & Cheng, D. 2015. “Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School.” Creative Education, 6(04), pp.455-462. Akanbi, A. A. and Kolawole, C. B. 2014. “Effects of Guided Discovery and Self-learning Strategies on Senior Secondary School Students’ Achievement in Biology.” Journal of Educational and Leadership Development, 6(1), pp.19-42. 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F., Ricci, F. A., & Mnatsakanian, M. 2016. “Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition.” International Journal of Research in Education and Science, 2(1), pp.190-200. Kan’an, A., & Osman, K. 2015. “The Relationship Between Self-Directed Learning Skills and Science Achievement Among Qatari Students.” Creative Education, 6(8), pp.790-797. Kemendikbud, B. 2012. “Final report determinants of learning outcomes, trend in international mathematics and science study.” Jakarta: Badan Penelitian dan Pengembangan Kementerian Pendidikan dan Kebudayaan. Kong, S.C. 2015. “An Experience of A Three-Year Study on The Development of Critical Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological Support.” Computers and Education, 89(1), pp.16–31. Lasisi, N., Alabi, T. O., & Salaudeen, M. B. 2016. “Comparison of The Effects of Guided Discovery, Problem Solving and Conventional Teaching Methods on Retention of Secondary School Chemistry Students in Minna Metropolis, Niger State.” The American Journal of Innovative Research and Applied Sciences, 2(3), pp.98-104. Makoolati, N., Amini, M., Raisi, H., Yazani, S., & Razeghi, A. 2015. “The Effectiveness of Guided Discovery Learning on The Learning and Satisfaction of Nursing Students.” Bimonthly Journal of Hormozgan University of Medical Sciences, 18(6), pp.490-496. Mardhiyanti, D., Putri, R.I.I., & Kesumawati, N. 2013. “Pengembangan Soal Matematika Model PISA untuk Mengukur Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. [Development of the Mathematical Model of the PISA Model to Measure the Mathematical Students of Elementary School Mathematical Ability].” Jurnal Pendidikan Matematika, 5(1), pp.124-147. 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[Improvement of Students’ Mathematical Critical Thinking Ability through a Contextual Teaching and Learning Approach].” Jurnal Edumatica, 2(1), pp.45-57. Tessmer, M. 1993. Planning and Conducting Formative Evaluation. London: Routherland. Vargas, López O., Hederich-Martinez, C., & Camargo Uribe, Á. 2012. “Mathematics Achievement, Self Regulated Learning and Cognitive Style.” Suma Psicológica, 19(2), pp.39-50. Yuliani, K., & Saragih, S. 2015. “The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan.” Journal of Education and Practice, 6(24), pp.116-128.id_ID
dc.identifier.issn2615-1588
dc.identifier.urihttp://hdl.handle.net/11617/11675
dc.description.abstractIn mathematics learning the ability to think critically and the independence of learning is essential to be trained and developed. Therefore, it is necessary to design or compile materials or teaching materials that support the realization of critical thinking and student learning independence. The purpose of this study was to produce guided discovery-based mathematics modules to help develop critical thinking skills and learning independence of grade VII students of SMP/MTs. The research method used is a design research type formative evaluation. The research was conducted in two stages: the preliminary stage and the formative evaluation stage. The formative evaluation phase includes self-evaluation, prototyping (expert reviews and one-to-one, and small groups), as well as field tests. This study produced teaching materials in the form of mathematics modules on valid and practical social arithmetic materials. Then based on the process of development and analysis, the prototype of mathematics modules based on guided discovery has potential effects on critical thinking skills and learning independence.id_ID
dc.language.isootherid_ID
dc.publisherISETH 2018 (International Summit on Science, Technology, and Humanity)id_ID
dc.titleDevelopment of Mathematical Module Based on Guided Discovery to Develop Critical Thinking Ability and Learning Independenceid_ID
dc.typeArticleid_ID


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