Development of Socrates-Based Mathematical Statistics Teaching Materials

Zubaidah Rasiman; Dona Fitriawan

doi:10.24815/jdm.v10i1.28881

Development of Socrates-Based Mathematical Statistics Teaching Materials

Zubaidah Rasiman, Dona Fitriawan

Abstract

The aims of this study are to: a) develop Socrates-based mathematical statistics teaching materials; b) testing the quality of teaching materials in terms of validity, effectiveness, and practicality. The research was carried out in the even semester of 2021/2022 in the fourth semester of the mathematical statistics course for all classes. This study uses a development method using a 4-D model consisting of 4 main stages, namely define, design, develop, disseminate. The product developed is in the form of teaching materials that have been tested for feasibility with content validity, effectiveness tests by analyzing student learning outcomes after the teaching materials are used and practicality tests through student response analysis. The collection techniques and instruments are: 1) indirect communication techniques with the instruments being expert validation questionnaires and response questionnaires for instrument validation and student responses; 2) the measurement technique with the instrument is a test of learning outcomes for the effectiveness of the product; 3) direct communication techniques with interview sheets as instruments to find out the advantages and disadvantages of teaching materials when used for students. The data analysis techniques are: a) describe or describe each step of development with a 4-D model; b) expert validation analysis on the feasibility of teaching materials, namely qualitative descriptive, the results of the study are stated in the form of logical analysis; c) calculation of the validity of the assessment results and validation of the consistency of the experts using Aiken's formulation. The overall research results are: 1) the development of Socrates-based mathematical statistics teaching materials is carried out according to the main 4-D stages in sequence; 2) Socrates-based mathematical statistics teaching materials have content validity and reliability with very high criteria; 3) student learning outcomes after using Socrates-based mathematics teaching materials are classified as high criteria. So it can be concluded that the teaching materials developed are effective.

Keywords

Development; Mathematics statistics teaching materials; Socratic Method

Full Text:

PDF

References

Averill, R. (2013). Enjoying Maximising Opportunities For Learning Mathematics. Southeast Asian Mathematics Education Journal, 3(1), 27–38. https://doi.org/10.46517/seamej.v3i1.23

Azizah, N., Usodo, B., & Saputro, D. R. S. (2020). Teaching Materials based on Reciprocal Teaching to Improve Mathematical Communication Skills. International Journal of Multicultural and Multireligious Understanding, 7(8), 44. https://doi.org/10.18415/ijmmu.v7i8.1797

Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81–89. https://doi.org/10.1016/j.kjss.2018.01.001

Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00168-5

Cahyono, B., Rohman, A. A., & Fauzi, M. (2021). Profile of students’ creative thinking in solving mathematics problems in terms of gender. IOP Conference Series: Earth and Environmental Science, 1796(1), 167–175. https://doi.org/10.1088/1742-6596/1796/1/012117

Cooley, L., Vidakovic, D., Martin, W. O., Dexter, S., & Suzuki, J. (2020). Student Reaction to Learning Theory Based Curriculum Materials in Linear Algebra. International Journal for Mathematics Teaching and Learning, September(4), 1–32. https://researchprofiles.canberra.edu.au/en/publications/understanding-graphicacy-students-sense-making-on-mathematics-ass

Efendi, M. Y., Cheng, T.-H., Sa’diyah, E. H., Wulandari, D., Qosyim, A., & Suprapto, N. (2020). Study of the Implementation of Socratic Dialogue at History of Physics Course. Studies in Philosophy of Science and Education, 1(1), 7–20. https://doi.org/10.46627/sipose.v1i1.7

Herryanto, N., & Gantini, T. (2009). Pengantar Statistika Matematis. Bandung: CV. Yrama Widya.

Hidayati, K., Budiyono, & Sugiman. (2018). Development and validation of student’s responsibility scale on mathematics learning using subject scaling model. International Journal of Instruction, 11(4), 499–512. https://doi.org/10.12973/iji.2018.11431a

Hogg, R. V., McKean, J. W., & Craig, A. . (2013). Introduction to Mathematical Statistics, Edisi ke tujuh. New York: Pearson.

Husnah, A. U., Hidayat, M. A., & Jannah, M. (2021). The Journey of A Math: As a Mathematics Learning Innovation. Indonesian Journal of Multidiciplinary Research, 1(1), 129–136. https://doi.org/10.17509/ijomr.v1i1.33814

Incikabi, L., Tuna, A., & Biber, A. C. (2013). An Analysis Of Mathematics Teacher Candidates Critical Thinking Dispositions And Their Logical Thinking Skills. Journal of International Education Research (JIER), 9(3), 257–266. https://doi.org/10.19030/jier.v9i3.7884

Kurniasari, Y. R., & Setyaningsih, Y. (2020). Socratic Seminar Method to Improve Students’ Critical Thinking Ability in Indonesian Language Learning. 509(Icollite). https://doi.org/10.2991/assehr.k.201215.127

Lai, M. Y., Auhl, G., & Hastings, W. (2015). Improving pre-service teachers’ understanding of complexity of Mathematics instructional practice through deliberate practice: a case study on study of teaching. International Journal for Mathematics Teaching and Learning, 1–25.

Levi-Keren, M., & Patkin, D. (2016). Mathematics Teachers’ Professional Development Program--Needs and Expectations. International Journal for Mathematics Teaching and Learning, 1(3), 1–33. http://proxy.library.vcu.edu/login?url=https://search.proquest.com/docview/1871577585?accountid=14780%0Ahttp://vcu-alma-primo.hosted.exlibrisgroup.com/openurl/VCU/vcu_services_page?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article

Marzuki, Wahyudin, Cahya, E., & Juandi, D. (2021). Students’ critical thinking skills in solving mathematical problems; a systematic procedure of grounded theory study. International Journal of Instruction, 14(4), 529–548. https://doi.org/10.29333/iji.2021.14431a

Minarti, E. D., Alghadari, F., & Hutajulu, M. (2020). Mathematical disposition ability and critical thinking: Evaluation of middle school students. Journal of Physics: Conference Series, 1657(1). https://doi.org/10.1088/1742-6596/1657/1/012017

Nurmayani. (2020). The Analysis of Students ’ Mathematical Critical Thinking Ability through Discovery Learning Models. International Journal of Research and Review, 7(11), 233–241.

Owusu-darko, I., Florence, D., Apoenchir, H., Ofosu, E. K., & Owusu-mintah, B. (2021). The effect of Code-switching in the teaching and learning of mathematics in College of Education. xx(x), 1–11. https://doi.org/10.18860/ijtlm.vxix.xxxx

Ozturk, N. (2021). Teach Like Socrates: Guiding Socratic Dialogues and Discussions in the Classroom - Book Review. European Journal of Education Studies, 8(9), 324–328. https://doi.org/10.46827/ejes.v8i9.3930

Prasetyo, I., Rofieq, A., Sukarsono, S., & Indria, T. (2022). How kidneys work ? Developing of Android-based Adobe ani- mate media for senior high school students.

Rusmana, N., Suryana, D., & Utama, A. (2019). Collaborative action research application of socratic methods in learning in primary school. International Journal of Innovation, Creativity and Change, 5(5), 501–514.

Sagala, P. N., & Widyastuti, E. (2022). Development Of Junior High School Mathematics E-Book And Student Project Sheet Based On Integrated Merdeka Belajar Project Based Learning. Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 591, 1490–1500. https://www.ijersc.org/index.php/go/article/view/60

Saputra, E., & Fahrizal, E. (2019). The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence. Malikussaleh Journal of Mathematics Learning (MJML), 2(2), 39–44. https://doi.org/10.29103/mjml.v2i2.1860

Snaprud, M. H., & Helmikstøl, G. R. (2015). A Socratic E-Learning Approach. International Journal of Advanced Corporate Learning (IJAC), 8(2), 44. https://doi.org/10.3991/ijac.v8i2.4442

Susanti, E., & Retnowati, E. (2018). Exploring Mathematical Critical Thinking Skills of Yogyakarta Junior Secondary School Students. Southeast Asian Mathematics Education Journal, 8(1), 29–38. https://doi.org/10.46517/seamej.v8i1.61

Syahri, W., Muhaimin, M., Syamsurizal, S., & Rusdi, M. (2021). Development of an Instructional Design Model for Physical Chemistry based on Multiple Representatives. International Journal of Instruction, 14(2), 517–534. https://doi.org/10.29333/iji.2021.14229a

Tan, S., Zou, L., & Wijaya, T. T. (2021). Using Video Learning To Improve Students’ Mathematical Ability. Journal of Didactic Mathematics, 1(3), 117–126. https://doi.org/10.34007/jdm.v1i3.364

Thiagarajan, S. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook.

Walpole, R. E. (2005). Pengantar Statistika. Jakarta: PT Gramedia Pustaka Utama.

Widyastuti, E., & Jusra, H. (2022). Mathematical Critical Thinking Ability in Solving HOTS Problems Based on Cognitive Style and Gender. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(3), 535. https://doi.org/10.33394/j-ps.v10i3.5217

Williams, N. B., & Wynne, B. D. (2012). Writing in the Mathematics a Beginner ’ S Classroom : 93(2), 132–135.

Wiradinata, R., Jaja, Rosita, C. D., & Amalia, S. (2021). How is the mathematical critical thinking disposition of vocational school students in online learning during the COVID-19 pandemic? Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042096

Yorgancı, S. (2016). Critical Thinking Dispositions of Pre-Service Mathematics Teachers. Participatory Educational Research, 3(3), 36–46. https://doi.org/10.17275/per.16.13.3.3

DOI: https://doi.org/10.24815/jdm.v10i1.28881