kirtik jurnal
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FAKULTI PENDIDIKAN TEKNIKAL
DAN VOKASIONAL
TUGASAN INDIVIDU
SEMESTER IISESI
2013/14
NAMA SUBJEKKAEDAH PENYELIDIKAN DALAM
PENDIDIKAN SEKOLAH RENDAH
KOD SUBJEK BBR34203
TAJUK ARTIKELExploring teacer !e"iation o# $%&'ect learning
(it I)T* A !%lti!e"ia approac
NAMA S.VICTORIA A/P SUBRAMANIAM
NO IC/ KAD MATRIK 810605086412 DB100228!
NAMA PENSYARAH PN.NOOR DIANA
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The Mathematics Educator
2004, Vol. 14, No. 2, 1726
I!pact o# +er$onali,ation o# Mate!atical -or" +ro&le!$ on
St%"ent +er#or!ance
Eric T. ate$ n"a R. -ie$t
S%!!ar an" re$earc )riti%e
This paper investiated a!out the impact o" personali#in mathematical $ord
pro!lems usin individual student interests on student pro!lem%solvin per"ormance.
The researcher mentioned that there are three reason that students have little success in
solvin $ord pro!lems cause o" limited e&perience $ith $ord pro!lems, lac' o"
motivation to solve $ord pro!lems and irrelevance o" $ord pro!lems to students(
lives. )everal researcher and educators credit that personali#ation o" $ord pro!lem $ith
positivel* in"luencin student a""ect such as interest and motivation. Most o" evidence
indicates that personali#in $ord pro!lems can !e an e""ective techni+ue in teachin and
understandin mathematical $ord pro!lems. ersonali#in instruction to student
e&periences and interests is one $a* to individuali#e instruction that ma* !e
important "or mathematics learnin. -n particular, it can enhance interest and motivation,
$hich are criticall* important "actors in teachin and learnin. evie$in the literatures
ave strenth to this research. esearcher stated man* related stud* to support his
research.
esearcher used "ourth%rade students as participants in this stud*. )ample included
42 students 22 !o*s and 20 irls. The results o" this stud* suest that students are no
more success"ul ans$erin $ord pro!lems $hen the $ord pro!lems are personali#ed and
re"lect their areas o" interest than $hen the pro!lems are ta'en ver!atim "rom a
mathematics te&t!oo'.
-n discussion part researcher stated clearl* a!out the result and ave reasona!le
"actors that a""ected in these stud*. The $ea'ness on this stud* $as researcher used pre
test and post test onl* to "indin the impact o" personali#ation o" mathematical $ord
pro!lems on student per"ormance. Even thouh this is +uantitative research !ut research
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recorded students comments as "ield notes. -n m* opinion, researcher can carr* out this
research in mi&ed method $hile usin intervie$ $ith students a!out the personali#ation
o" mathematical $ord pro!lems. -ts miht !e help to create the mathematical $ord
pro!lem.
Most studies that "ound positive results "or personali#ed pro!lems too' place at upper
elementar* or middle rades. -n this stud* researcher used "ourth rade student onl*.
Miht !e researcher can ta'e lo$er and upper elementar* student as a sample o" research.
/rom this sample researcher a!le to "ind the di""erence the impact o" personali#ation o"
mathematical $ord pro!lems on student per"ormance !et$een upper n lo$er elementar*
students.
/rom this stud*, it $as proven that personali#ation mathematical $ord pro!lem ain
students interest and increased student motivation.
- aree $ith the researcher(s implication "or "urther research. onitudinal research
should !e conducted on the impact o" personali#in mathematical $ord pro!lems. This
$ill help to "ind speci"ic result o" the impact o" personali#ation o" mathematical $ord
pro!lems on student per"ormance.