arXiv subjects

Yosep Dwi Kristanto

Publications and source records attributed to Yosep Dwi Kristanto.

6 recordsLinked to original sources

arXiv2025

Exploring Students' Understanding of Linear and Quadratic Relationships in a Projectile Motion Context

Previous research has shown that students often struggle to develop an understanding of linear and quadratic relationships. Covariational reasoning has been identified as a way to support this development. This study aims to investigate how covariational reasoning supports students in developing understandings of linear and quadratic relationships within a projectile motion context. A teaching experiment was conducted with two middle school students who engaged in a digital task exploring the relationship between height and time. The analysis characterizes how the students' covariational reasoning evolved as they interpreted the changing quantities in the task. The findings suggest that prompts encouraging students to compare linear and quadratic relationships can foster more sophisticated forms of covariational reasoning. The discussion highlights how specific features of the task design, including the affordances of technology, the emphasis on conceiving graphs as representations of covarying quantities, and the use of non-canonical graphing tasks, can support covariational reasoning.

physics.ed-ph↗

arXiv2020

Flipping A Statistics Classroom for Pre-Service English Language Teachers

Flipped classroom approach has gained attention for educational practitioners and researchers in recent years. In contrast with traditional classroom, in flipped classroom, students gather basic knowledge out of class, so that class time can be used by them to engage in active learning experience. While rich body of research has been investigated the effectiveness of flipped classroom, yet little is known about student's perspective towards the implementation of flipped classroom, especially for non-mathematics students that enroll statistics course. This study aims to describe pre-service English language teacher's perceptions with regard to the implementation of the learning approach in Statistics for Research course. Online questionnaire is employed in capturing student's perceptions. Students were generally positive regarding the implementation of flipped classroom. Although, the students still had difficulty with regard to online learning environment, they felt that many features of flipped classroom are helpful for their learning experiences.

physics.ed-ph↗

arXiv2020

Technology-enhanced pre-instructional peer assessment: Exploring students' perceptions in a Statistical Methods course

There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students' learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technology-enhanced peer assessment can be embedded into pre-instructional activities to enhance students' learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students' reflections, and interview in collecting student's perceptions toward the interventions. The results suggest that the technology-enhanced pre-instructional peer assessment helps students to prepare the new content acquisition and become a source of students' motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technology-enhanced pre-instructional peer assessment.

physics.ed-ph↗

arXiv2020

A Case Study of Promoting Informal Inferential Reasoning in Learning Sampling Distribution for High School Students

Drawing inference from data is an important skill for students to understand their everyday life, so that the sampling distribution as a central topic in statistical inference is necessary to be learned by the students. However, little is known about how to teach the topic for high school students, especially in Indonesian context. Therefore, the present study provides a teaching experiment to support the students' informal inferential reasoning in understanding the sampling distribution, as well as the students' perceptions toward the teaching experiment. The subjects in the present study were three 11th-grader of one private school in Yogyakarta majoring in mathematics and natural science. The method of data collection was direct observation of sampling distribution learning process, interviews, and documentation. The present study found that that informal inferential reasoning with problem-based learning using contextual problems and real data could support the students to understand the sampling distribution, and they also gave positive responses about their learning experience.

stat.OT↗

arXiv2020

Discovering the formal definition of limit through exploration in dynamic geometry environments

The formal definition of limit is one mathematical idea that gives difficulties to most students. Therefore, it is necessary to provide engaging activity in order to construct the students' understanding about the definition. This study aims to shed light on designing activities with dynamic geometry software to facilitate the students in discovering the formal definition of limit. Forty-eight students participated in the study. Both quantitative and qualitative data were collected from the students' responses in and attitudes toward the activities. The students' responses were gathered directly by using the dynamic geometry software whereas an online questionnaire was used to collect the students' attitudes. The results of the study then presented in this paper. Further, a set of suggestions in designing and implementing dynamic geometry environments to foster students' understanding about formal definition of limit was also proposed.

physics.ed-ph↗

arXiv2020

The Effects of Problem Posing Learning Model on Students' Learning Achievement and Motivation

Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students' learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students' learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students' learning achievement but has a positive and significant effect of the learning model on the students' learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students' interests, enthusiasm, diligence, collaboration, and self-control.

physics.ed-ph↗