该RMS教学模式与头脑风暴技术和学生的数字素养作为数学素养的预测者
Komarudin Komarudin1, Suherman Suherman2,3, Tibor Vidákovich4
1Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Palembang, Indonesia.
Heliyon
|July 29, 2024
概括
阅读,思维绘制和共享 (RMS) 教学模式,特别是脑风暴,显著提高了印尼学校学生的数字和数学素养. 这种方法比标准指导更有效地提高这些关键能力.
科学领域:
- 教育科学教育科学教育科学
- 课程开发 课程开发
- 学习技术的学习技术
背景情况:
- 在了解印尼学校中阅读,思维绘制和共享 (RMS) 教学模式的实施挑战方面存在研究差距.
- 印度尼西亚教育系统需要对RMS模型进行特定的适应,以促进数字和数学素养.
- 有效的教学策略对于培养中学教育中的基本能力至关重要.
研究的目的:
- 评估RMS教学模式对印尼中学学生数字和数学素养的影响.
- 将RMS模型的有效性与头脑风暴技术和没有头脑风暴技术的标准指令进行比较.
- 为适应教学模式提供见解,以提高不同教育环境中的关键能力.
主要方法:
- 准实验性设计,涉及两个实验类 (RMS与头脑风暴,RMS没有头脑风暴) 和一个控制类 (标准指令).
- 在偶数学期对印尼班达拉蒙普市96名中学生进行的研究.
- 通过问卷和测试收集的数据,使用Winstep和SPSS软件进行分析.
主要成果:
- RMS教学模式与头脑风暴相结合,显著提高了学生的数学素养.
- 与其他组相比,使用RMS模型与头脑风暴的学生表现出卓越的数学素养技能.
- RMS模型,特别是脑风暴,在提高数字素养方面被证明是有效的.
结论:
- 随着头脑风暴的增强,RMS教学模式是提高印尼中学数字和数学素养的有效教学策略.
- 这种适应的RMS模型为教育工作者提供了一个有价值的框架,以创造适合学生需求的引人入胜的学习环境.
- 调查结果强调了特定于背景的教学模型对于培养教育中的关键能力的重要性.
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