Effects of Synchronous and Asynchronous Approaches in Geometry Learning to Stimulate Students' Critical Thinking

Mohamad Aminudin, Hevy Risqi Maharani, Aldira Eka Fauzanah

Abstract


Geometry learning has an important role in stimulating critical thinking. During the Covid-19 pandemic, synchronous and asynchronous approaches became an alternative in geometry learning. The purpose of this study is to investigate the effectiveness of geometry learning by combining synchronous and asynchronous approaches in stimulating critical thinking. This study used a mixed design, namely quantitative and qualitative approaches. The sample was mathematics education students who had taken basic calculus and mathematical logic courses. Quantitative data collection used critical thinking worksheets and questionnaires to measure student activities and responses. Qualitative data collection through learning video recordings and researcher notes during learning. The results showed that student activity was high. Details can be explained in the discussion section.

Full Text:

PDF

References


As’ari, A. R. (2016). Berpikir Kritis. In E. B. As’ari, Abdur Rahman; Irawan (Ed.), Variasi Konstruk dalam Pembelajaran Matematika (1st ed., pp. 1–21). Malang: CV. Bintang Sejahtera.

As’ari, A. R., Kurniati, D., Maharani, S., & Basri, H. (2019). Ragam Soal Matematis untuk Mengembangkan Disposisi Berpikir Kritis. Malang: Universitas Negeri Malang Press.

Aslan, A. (2021). The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry : An experimental study. Journal of Pedagogical Research, 5(2), 72–87.

Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2018). Critical Thinking: A Student Introduction (6th ed.). New York USA: McGraw-Hill Higher Education.

Biber, A. C., Tuna, A., & Incikabi, L. (2013). An investigation of critical thinking dispositions of mathematics teacher candidates. 4(February), 109–117.

Celik, H. S., & Yilmaz, G. K. (2022). Analysis of Van Hiele geometric thinking levels studies in Turkey: A meta-synthesis study. International Journal of Curriculum and Instruction, 14(1), 473–501.

Chukwuyenum, A. N. (2013). Impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. 3(5), 18–25.

Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148. https://doi.org/10.1007/s10857-011-9173-0

Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston USA: Pearson Education, Inc.

Ennis, R. H. (1996). Critical Thinking (M. McGuane, ed.). United States of America: Prentice-Hall, Inc.

Facione, P. A. (1990). Critical Thinking : A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction Executive Summary “ The Delphi Report .†423(c), 0–19.

Flynn-Wilson, L., & Reynolds, K. E. (2020). Student Responses to Virtual Synchronous, Hybrid, and Face-to-Face Teaching/Learning. International Journal of Technology in Education, 4(1), 46. https://doi.org/10.46328/ijte.43

Hadi, S., & Novaliyosi, N. (2019). TIMSS Indonesia (Trends in International Mathematics and Science Study). Prosiding Seminar Nasional & Call For Papers Program Studi Magister Pendidikan Matematika Universitas Siliwangi, 562–569. Tasikmalaya: Universitas Siliwangi. https://doi.org/10.4135/9781412957403.n438

Halpern, D. F. (2002). Thought & Knowledge: An Introduction to Critical Thinking (4th ed.; B. Webber, ed.). United States of America: Lawrence Erlbaum Associates, Inc.

Karim, M. A. (2021). Hybrid and Online Synchronous Delivery of Environmental Engineering During COVID-19 Pandemic: A Comparative Study on Perception, Attitude, and Assessment. European Journal of STEM Education, 6(1), 05. https://doi.org/10.20897/ejsteme/9688

Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169–179. Retrieved from http://www.asianjde.org

Mairing, J. P., Sidabutar, R., Lada, E. Y., & Aritonang, H. (2021). Synchronous and asynchronous online learning of advanced statistics during Covid-19 pandemic. Journal of Research and Advances in Mathematics Education, 6(3), 191–205. https://doi.org/10.23917/jramathedu.v6i3.13477

Malik, M., Fatima, G., Ch, A. H., & Sarwar, A. (2017). E-Learning : Students ’ Perspectives about Asynchronous and Synchronous Resources at Higher Education Level. Bulletin of Education and Research, 39(2), 183–195.

Markovits, Z., & Patkin, D. (2020). Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge. International Electronic Journal of Mathematics Education, 16(1), em0619. https://doi.org/10.29333/iejme/9303

Mason, M. (2008). Critical Thinking and Learning. United States of America: Blackwell Publishing Ltd Blackwell.

Moon, J. (2008). Critical Thinking: An Exploration of Theory and Practice. New York USA: Routledge: Taylor & Francis Group.

Naufal, M. A., Abdullah, A. H., Osman, S., Abu, M. S., & Ihsan, H. (2021). The effectiveness of infusion of metacognition in van Hiele model on secondary school students’ geometry thinking level. International Journal of Instruction, 14(3), 535–546. https://doi.org/10.29333/iji.2021.14331a

Silmi Juman, Z. A. M., Mathavan, M., Ambegedara, A. S., & Udagedara, I. G. K. (2022). Difficulties in Learning Geometry Component in Mathematics and Active-Based Learning Methods to Overcome the Difficulties. Shanlax International Journal of Education, 10(2), 41–58. https://doi.org/10.34293/education.v10i2.4299

Uarattanaraksa, H., Chaijareon, S., & Kanjug, I. (2012). Designing Framework of the Learning Environments Enhancing the Learners’ Critical Thinking and Responsibility Model in Thailand. Procedia - Social and Behavioral Sciences, 46, 3375–3379. https://doi.org/10.1016/j.sbspro.2012.06.069

Vale, J., Oliver, M., & Clemmer, R. M. C. (2020). The Influence of Attendance , Communication , and Distractions on the Student Learning Experience using Blended Synchronous Learning The Influence of Attendance , Communication , and. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2).

Yeh, Y. C. (2009). Integrating e-learning into the direct-instruction model to enhance the effectiveness of critical-thinking instruction. Instructional Science, 37(2), 185–203. https://doi.org/10.1007/s11251-007-9048-z




DOI: http://dx.doi.org/10.30659/kontinu.7.1.76-85

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Mohamad Aminudin, Hevy Risqi Maharani, Aldira Eka Fauzanah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons - Attribution-NonCommercial-ShareAlike 4.0 International License.

Jurnal Kontinu diterbitkan oleh Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidkan (FKIP), Universitas Islam Sultan Agung (Unissula).

Contact us: GKB Lantai 2, FKIP Unissula Jl. Raya Kaligawe Km.4 Terboyo Kulon, Genuk, Semarang 50112. Email: kontinu.pendmat@unissula.ac.id