![]() The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). It employed quasi-experimental method with non-random pre-test and post-test control design. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. This article discusses how " reciprocal teaching strategies" could help low-proficiency Sixth-Form…ĭeveloping geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence ![]() Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. ![]() ![]() Effects of Reciprocal Teaching Strategies on Reading ComprehensionĬhoo, Tan Ooi Leng Eng, Tan Kok Ahmad, Norlida ![]()
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