Vol. 2 No. 1 (2014): June
This issue of MaPan: Jurnal Matematika dan Pembelajaran features educational research dedicated to advancing mathematics learning through formative feedback mechanisms, structured curriculum implementations, and developmental cognitive frameworks. The published articles investigate contextualized teaching designs and instructional frameworks (such as developing geometry learning tools modeled under the Van Hiele learning theory to foster student character, building quadrilateral modules using STAD-type cooperative frameworks paired with Guided Discovery, and implementing the Superitem learning model to elevate conceptual understanding), the use of diverse classroom intervention strategies like introducing interactive quizzes with formative feedback, applying cognitive conflict strategies for critical thinking in space geometry, utilizing Problem Posing approaches for mathematical communication, and examining the structural execution of Curriculum 2013, and the evaluation of student performance, academic prerequisites, and cross-disciplinary transfers based on tracking core prerequisite material mastery, diagnosing linear system problem-solving patterns tied to student personality profiles, and assessing the foundational role of undergraduate statistics courses in grasping research methodology concepts.
Published:
2017-06-09
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