Search

The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.

This research paper aims to produce a mathematical module with a problem-solving approach to train student's reflective thinking. To find out how to develop modules, there are three criteria must be fulfilled, namely validity, practicality, and effectiveness. Development of module used four stages, namely the initial situation analysis, design development, preparation of the initial product and evaluation. The module developed was assessed by 4 validators, namely 2 lecturers and 2 junior high school teachers. After that, the module was tested twice, the first one is tested on 5 students and then tested on 7 students for testing empirical validity toward the developed modules. Based on the results of the validation of the expert validator on the aspects of subject matter, performance, language and concept evaluation in the module, it can be concluded that the module developed were practical and valid with the average of assessment results validator of 3.31. While the results of the first and second stages of the trial of module, it can be concluded that the module display was interesting for students. In addition, the results of the evaluation of the trial subjects met the minimal completeness criteria so that it could be said that each of the subjects could understand the content presented in the module. From these results it was known that the module was effective. It can be seen in the results of the subject's assessment of the modules were valid and effective with the average of subject's assessment was 3.342.

This study aimed to develop a blended learning program for mathematical economics course to meet both valid and practical aspects. The Rowntree and the Tessmer formative evaluation model was used in this study to describe three stages of the development process, namely planning, development and evaluation. The participants of this research comprised three experts to review the blended learning program and teaching materials, three students to take the one-to-one evaluation test and 39 students to take the small group evaluation test. Data collection method was the walkthrough method and a questionnaire. At the planning stage, curriculum analysis, analysis of graduate learning outcome and teaching materials were carried out. At the development stage, a design was made using blended learning-based teaching materials which were presented in prototype form through learning management system. At the evaluation stage, validity tests were carried out through self-evaluation and expert judgment activities. Based on the results of self-evaluation and expert judgment, it was found that the learning program and teaching material met the valid aspect. The results of the one-to-one evaluation and small group evaluation were obtained in the practical category. Thus, learning program and teaching material with blended learning approach were found to be appropriate to be used as the teaching material in mathematical economics course. With this developed learning approach, it is hoped that students would develop skills in solving economic problem based on mathematical analysis. [ABSTRACT FROM AUTHOR]