| Autor: |
Idrus, Hafiz, Abdul Rahim, Suzieleez Syrene, Zulnaidi, Hutkemri |
| Předmět: |
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| Zdroj: |
South East Asian Association for Institutional Research Conference Proceedings; 2023, Vol. 23, p49-58, 10p |
| Abstrakt: |
It is important to have a module as a learning innovation that creates an engaging learning environment and increases student enthusiasm in learning mathematics. Geometry instruction in elementary school, particularly for three-dimensional material, necessitates instructional materials that facilitate concept understanding. The study's objective is to evaluate the Geometry City Module's (MBG) effectiveness in geometry measurement. The purpose of this study is to demonstrate that performance assessment improves higher order thinking skills (HOTS) in learning activities through a quasi-experimental design that uses a pretest posttest non equivalent group research methodology. This study included 72 students from a public school in Pahang, Malaysia, consisting in age from 11 among fifth grade. The study's instrument was the five-item HOTS test on measurement and geometry, which was adapted from previous instruments. Preand post-test reliability were both 0.94. In order to analyse the data, a one-way analysis of covariance (ANCOVA) was performed after controlling for pretest scores (covariate), there was a significant difference between the posttest scores of the two sample groups on the MBG. In addition, partial eta squared =.073 suggested a substantial and moderate association between the pretest and posttest scores on the MBG. In conclusion, teaching and learning of geometry measurement topics through the module's integration is superior to conventional instruction. The results of this study showed that this alternative teaching method is effective at fostering and empowering students' higher order thinking skills in geometry measurement. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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