Download fulltext HTML
Hery Murtianto, Y., Nizaruddin, N., & Sutrisno, S. S. (2022). The Validity of a Multiple Representation of Calculus With Mathematica Learning Tool for Improving Students’ Productive Thinking Abilities. KnE Social Sciences, 7(14), 584–591. https://doi.org/10.18502/kss.v7i14.12012

https://doi.org/10.18502/kss.v7i14.12012

statistics

  • 177 Abstract Views
  • 285 PDF Views
  • 0 HTML Views

authors

  • Yanuar Hery Murtianto

    Yanuar Hery Murtianto

    Universitas PGRI Semarang
  • N Nizaruddin

    N Nizaruddin

    Universitas PGRI Semarang
  • S Sutrisno Sutrisno

    S Sutrisno Sutrisno

    Universitas PGRI Semarang

Published Date

  • Sep 28, 2022

The Validity of a Multiple Representation of Calculus With Mathematica Learning Tool for Improving Students' Productive Thinking Abilities

KnE Social Sciences / 4th International Conference on Education and Social Science Research (ICESRE) / Pages 584–591

Abstract

In the era of the fourth industrial revolution, productive thinking skills are in high demand. Creative thinking, critical thinking, and independent learning are all part of productive thinking skills. A person’s ability to solve a problem with various alternatives can be measured in a range of ways, and productive thinking is linked to these abilities. Wolfram Mathematica is a cutting-edge technology that can be used to solve and visualize a wide range of mathematical problems. The purpose of this study was to develop a multiple representation of calculus with Mathematica (MRC-Math) learning tool to improve students’ productive thinking skills. After developing the MRC-Math learning tool, the experts validated the device. Based on the results of the validation, several improvements were made to the learning device, and then the tool was re-validated. The final validation result showed that the MRC-Math learning tool has a high level of validity.


Keywords: validaty, MRC-MATH, multiple representation, calculus, productive thinking ability

References
[1] ThinkX. Productive thinking fundamental: Participant workbook. Canada, Canada: ThinkX Intellectual Capital IP Inc; 2012. Available from: https://qnet.ca/documents/ ProductiveThinkingBasicStructureToolsQNETHandout2.pdf

[2] Australian Curriculum, Assessment and Reporting Authority. Critical and creative thinking. Australian Curriculum, Assessment and Reporting Authority, Sydney 2015. Available from: https://www.australiancurriculum. edu.au/f-10-curriculum/generalcapabilities/ critical-and-creative-thinking/

[3] N. Nizaruddin and B. Waluyo, “The Analysis of Multiple Representations Ability on Indirect Proof Existence Irrational Numbers for Prospective Mathematics Teacher.,” In: THE 2015 INTERNATIONAL CONFERENCE ON MATHEMATICS, ITS APPLICATIONS, AND MATHEMATICS EDUCATION. pp. 160–175. SANATA DHARMA UNIVERSITY PRESS, Yogyakarta (2015)

[4] Nizaruddin N, Murtianto YH, Happy N. Analysis of multiple profiles of student representations on real analysis courses based on the principles of David Ausubel’s learning theory. Semarang: PGRI University Semarang; 2015.

[5] Endahwuri, D. Development of advanced calculus course learning tools with scaffolding based on problem-solving capabilities. Educational Research Media. 2015;9(1);1-5.

[6] Kalathil, R. R., & Sherin, M. G. (2000). Role of Students ’ Representations in the Mathematics Classroom. In Fourth International Conference on the Learning Sciences (pp. 27–28)..

[7] Gall MD, Borg WR, Gall JP. Educational research: An introduction. Longman Publishing; 1996.

[8] Gagatsis and I. Elia, “THE EFFECTS OF DIFFERENT MODES OF REPRESENTATION ON MATHEMATICAL PROBLEM SOLVING.,” In: The 28th International Conference of the International Group for the Psychology of Mathematics Education. pp. 447–454. Bergen University College, Bergen, Norway (2004)

[9] Brenner ME, Mayer RE, Moseley B et al. Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal. 1997;34(4):663-89. DOI