STUDENTSÔÇÖ PERCEPTIONS ABOUT THE IMPLEMENTATION OF PEER-ASSISTED REFLECTION LEARNING IN MULTIVARIABLE CALCULUS LECTURES
DOI:
https://doi.org/10.31958/jt.v24i1.3315Keywords:
Perception, Peer-Assisted Reflection Learning, Multivariable CalculusAbstract
A large class can be a problem source in learning Calculus. Peer-Assisted Reflection learning,as the solution, is a learning that combines peer analysis and self-reflection. The purpose of this study was to describe the implementation of Peer-Assisted Reflection learning based on StudentsÔÇÖ opinions in Multivariable Calculus lecture. The research design used was pre-experimental with a one-shot case study design. The data obtained from questionnaire responses were analyzed by using descriptive statistics. The result of this study shows that thePeer-Assisted Reflection learning help StudentsÔÇÖs carry out activities: reflecting the result of their own work, commenting on the friendÔÇÖs work, and increasing understanding of the material after revising their work. On contrary, the Peer-Assisted Reflection learning has not been able to carry out the following activities: determining concepts, understanding problems in a short time, understanding the work of colleagues, and finding doubts about the correctness of the answers.
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Zakaria, E., & Salleh, T. S. (2015). Using technology in learning integral calculus. Mediterranean Journal of Social Sciences, 6(5S1), 144–148. https://doi.org/10.5901/mjss.2015.v6n5s1p144
Calkins, S., Grannan, S., & Siefken, J. (2019). PRIMUS Problems, Resources, and Issues in Mathematics Undergraduate Studies Using Peer-Assisted Reflection in Math to Foster Critical Thinking and Communication Skills Using Peer-Assisted Reflection in Math to Foster Critical Thinking and Communication Sk. Taylor & Francis, 30(4), 475–499. https://doi.org/10.1080/10511970.2019.1608608
Cooper, T. E., Bailey, B., & Briggs, K. S. (2015). Gender differences in achievement in an inquiry-based learning precalculus course. International Electronic Journal of Mathematics Education, 10(2), 97–110. https://doi.org/10.12973/mathedu.2015.107a
Hattie, J., & Timperley, H. (2007, March). The power of feedback. Review of Educational Research. https://doi.org/10.3102/003465430298487
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102–122. https://doi.org/10.1080/02602938.2013.795518
Ramadanti, F., & Pujiastuti, H. (2020). Analisis Kesulitan Mahasiswa Pendidikan Matematika Menyelesaikan Soal Pada Mata Kuliah Kalkulus I. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 487–494. https://doi.org/10.31004/cendekia.v4i2.248
Rasmussen, C., Marrongelle, K., & Borba, M. C. (2014). Research on calculus: what do we know and where do we need to go? ZDM - International Journal on Mathematics Education, 46(4), 507–515. https://doi.org/10.1007/s11858-014-0615-x
Reinholz, D. L. (2014). Explanation and reflection in calculus learning. University of California. University of California, Barkeley.
Reinholz, D. L. (2015). Peer-Assisted Reflection: A Design-Based Intervention for Improving Success in Calculus. International Journal of Research in Undergraduate Mathematics Education, 1(2), 234–267. https://doi.org/10.1007/s40753-015-0005-y
Reinholz, D. L. (2016). The assessment cycle: a model for learning through peer assessment. Assessment and Evaluation in Higher Education, 41(2), 301–315. https://doi.org/10.1080/02602938.2015.1008982
Reinholz, D. L. (2017). Peer conferences in calculus: the impact of systematic training. Assessment and Evaluation in Higher Education, 42(1), 1–17. https://doi.org/10.1080/02602938.2015.1077197
Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. The Physics Teacher, 54(6), 364–368. https://doi.org/10.1119/1.4961181
Schunk, D. H. (2012). Learning theories: An educational perspective. Reading (Vol. 5).
Tambychik, T., & Meerah, T. S. M. (2010). Students’s’ difficulties in mathematics problem-solving: What do they say? In Procedia - Social and Behavioral Sciences (Vol. 8, pp. 142–151). https://doi.org/10.1016/j.sbspro.2010.12.020
Wheatley, G. H. (1992). The role of reflection in mathematics learning. Educational Studies in Mathematics, 23(5), 529–541. https://doi.org/10.1007/BF00571471
Widodo, S. A. (2015). Keefektivan Team Accelerated Instruction Terhadap Kemampuan Pemecahan Masalah dan Prestasi Belajar Matematika Siswa Kelas VIII. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 127. https://doi.org/10.15294/kreano.v6i2.4388
Widodo, S. A., Turmudi, & Dahlan, J. A. (2019). An error Students’s in mathematical problems solves based on cognitive development. International Journal of Scientific and Technology Research, 8(7), 433–439.
Zakaria, E., & Salleh, T. S. (2015). Using technology in learning integral calculus. Mediterranean Journal of Social Sciences, 6(5S1), 144–148. https://doi.org/10.5901/mjss.2015.v6n5s1p144
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2021-06-28
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Yenti, I. N., Kusumah, Y. S., & Dahlan, J. A. (2021). STUDENTSÔÇÖ PERCEPTIONS ABOUT THE IMPLEMENTATION OF PEER-ASSISTED REFLECTION LEARNING IN MULTIVARIABLE CALCULUS LECTURES. Ta’dib, 24(1), 9–19. https://doi.org/10.31958/jt.v24i1.3315
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