Development of Mathematical Module-Problem Solving Approach to Train Student’s Reflective Thinking
Rezki Ramdani, Agustan Syamsuddin, Sirajuddin Sirajuddin
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0040
https://doi.org/10.29333/pr/5861
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
This research paper aims to produce a mathematical module with a problem-solving approach to train student’s reflective thinking. To find out how to develop modules, there are three criteria must be fulfilled, namely validity, practicality, and effectiveness. Development of module used four stages, namely the initial situation analysis, design development, preparation of the initial product and evaluation. The module developed was assessed by 4 validators, namely 2 lecturers and 2 junior high school teachers. After that, the module was tested twice, the first one is tested on 5 students and then tested on 7 students for testing empirical validity toward the developed modules. Based on the results of the validation of the expert validator on the aspects of subject matter, performance, language and concept evaluation in the module, it can be concluded that the module developed were practical and valid with the average of assessment results validator of 3.31. While the results of the first and second stages of the trial of module, it can be concluded that the module display was interesting for students. In addition, the results of the evaluation of the trial subjects met the minimal completeness criteria so that it could be said that each of the subjects could understand the content presented in the module. From these results it was known that the module was effective. It can be seen in the results of the subject’s assessment of the modules were valid and effective with the average of subject’s assessment was 3.342.
Keywords: module, reflective thinking, problem-solving approach
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Teaching Physics within a Next Generation Science Standards Perspective
Joseph Malcolm Calmer
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0041
https://doi.org/10.29333/pr/5868
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The Next Generation Science Standards (NGSS) are an explicit document that articulates our pedagogical practices in K-12 science instruction for the United States. The document is an excellent work that describes pedagogy and road maps for building coherence of science principles and student understanding of the Nature of Science. The prescient thing about the current NGSS is that physics teachers have practiced the ideas and tenets prescribed in the NGSS decades ago. Also, the ideas espoused in the NGSS Framework can easily be transferred to other disciplines, especially Math, through specific, articulated lesson building.
Keywords: NGSS, standards, science, pedagogy, physics, math
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The Contribution of the Literary Works of François Fénelon ‘The Adventures of Telemachus, Son of Ulysses’ and of Voltaire ‘Candide’, to the Cultivation of Humanitarian Awareness
Aikaterini X. Ioannou, Konstantinos D. Malafantis
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0042
https://doi.org/10.29333/pr/5879
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through Fénelon’s ‘The Adventures of Telemachus, Son of Ulysses’ and Voltaire’s ‘Candide’ how these literary works act as a dynamic change agent in order to promote peaceful attitude, develop empathy, foster tolerance for diversity, cultivate morality, but also motivate young people. Fénelon promotes his views on political wisdom and denounces the greed for wealth and the expansionist wars. Voltaire parodies optimism and criticizes war. The ideological background of the two men is completely opposite; Fénelon is religious and his work is based on his faith, whereas Voltaire struggles against Church. Nevertheless, they both denounce the atrocities committed during war, the vanity of wealth, whilst they both use a utopia to describe the ideal society. In this paper, we will discuss similarities and differences between these two books, the way their writers approach the factors that lead to human suffering, their proposals on anthropocentric policy which should be followed by “kings” for the avoidance of war and the support for peace and justice, the way they encourage their readers to behave and live their lives, because they are themes which strike the modern reader too. The study of these books helps people cultivate critical thinking, get knowledge which leads to wisdom and derive from them social, philosophical, religious, political and pedagogical elements in order to foster solidarity.
Keywords: François Fénelon, Voltaire, utopia, humanitarian awareness, philosophy, critical thinking
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