Effectiveness of Process Oriented Guided Inquiry Learning with Peer Feedback on Achieving Students' Mathematical Reasoning Capabilities

Autor/inn/en	Kartono; Shora, Rena Yuliantika
Titel	Effectiveness of Process Oriented Guided Inquiry Learning with Peer Feedback on Achieving Students' Mathematical Reasoning Capabilities
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.555-570 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Instructional Effectiveness; Active Learning; Inquiry; Peer Evaluation; Feedback (Response); Mathematical Logic; Junior High School Students; Grade 7; Self Management; Mathematics Achievement; Cooperative Learning; Formative Evaluation; Teacher Guidance; Foreign Countries; Thinking Skills; Indonesia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Aktives Lernen; Mathematical logics; Mathematische Logik; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Selbstmanagement; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kooperatives Lernen; Lehrerberatung; Ausland; Denkfähigkeit; Indonesien
Abstract	Mathematical reasoning ability is the ability to think logically to get a conclusion. This study aims to analyzing the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) with Peer Feedback towards the students' achievement of mathematical reasoning abilities. The population in this study were 7th-grade students in one junior high school in Semarang in the academic year 2018/2019. This research is quantitative research. Sampling is done using random sampling techniques. The results showed that (1) the average mathematical reasoning ability of students in POGIL with Peer Feedback was more than or equal to the minimum specified completeness criteria, namely 65, (2) the proportion of students who reached 65 in POGIL with Peer Feedback more than or equal to 75%, (3) the average mathematical reasoning ability of students in POGIL with Peer Feedback is more than the average mathematical reasoning ability of students in Discovery Learning, and (4) the proportion of students who achieve grades 65 in POGIL with Peer Feedback is more than the proportion of students who reach 65 in Discovery Learning, (5) self-regulated learning of mathematics affects 30% of students' mathematical reasoning abilities. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01