The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

2015 International Conference on Mathematics, its Applications, and Mathematics Education

数学;教育

Kusmaryono, Imam^1 ; Suyitno, Hardi^2

Sultan Agung Islamic University, Semarang, Indonesia^1

Mathematics Education Department, Semarang State University, Indonesia^2

关键词: Conceptual understanding;    Constructivist approaches;    Constructivist learning;    Elementary schools;    In-depth interviews;    Learning approach;    Math skills;    Univariate;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/693/1/012019/pdf
DOI  :  10.1088/1742-6596/693/1/012019

学科分类：发展心理学和教育心理学

来源: IOP

【 摘 要 】

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007