The Description of Open-Ended Implementation on the Teaching Mathematic Learning Theory

  • Ary Herlina Kurniati Mathematics Education Study Program, Universitas Cokroaminoto Palopo
  • Sukmawati Sukmawati Mathematics Education Study Program, Universitas Cokroaminoto Palopo
Keywords: Van Hielle Learning Theory, Open Ended, Flat Build

Abstract

This study aims to describe the work of the subject in the form of open ended questions in the process of teaching mathematics learning using Van Hielle learning. Application of matter open ended on learning theory Van Hielle shows the subject is able to do Fluency, which is an evident from the four solutions produced the subject, the next is flexibility some ideas mathematical seen from the work of the subject that is confirmed by interviews start seeing the form of word problems , the subject is able to lead right into the right formula on the grounds rational and able to explain the subject and then calculate how many first and second rings obtained by the subject initially guess the number of one ring and multiply by the circumference of the ring, then the rest is matched whether it can still be used for the next ring, the last criterion is the originality of the idea the subject poured into calculations to obtain four ways of the problem is the initiative and creativity that the subject has, and of course this is supported by a good mathematical basis and patterns of teaching and learning geometry that are structured in accordance with Van Hielle's learning theory namely Inquiry, Orientation Orientation , Description / explanation , Free orientation and integrity.

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References

Burger, W. F & Culpepper, B. (1993) . Restructuring Geometry. In PS Wilson. (Ed). Research Ideas for the Classroom (High school Mathematics). New York: Macmillan Publishing Company.

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Published
2019-10-19
How to Cite
Kurniati, A. H., & Sukmawati, S. (2019). The Description of Open-Ended Implementation on the Teaching Mathematic Learning Theory. International Conference on Natural and Social Sciences (ICONSS) Proceeding Series, 1(1), 262-267. https://doi.org/10.30605/iconss.41
Section
Mathematics Education