Open AccessThe implementation of direct instruction assisted by incomplete handout to increase conceptual understanding
Author(s) -
J Tunde,
Tanti Listiani
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1806/1/012067
Subject(s) - mathematics education , class (philosophy) , function (biology) , test (biology) , action research , conceptual change , action (physics) , computer science , pedagogy , psychology , paleontology , evolutionary biology , artificial intelligence , biology , physics , quantum mechanics
Facing industry 4.0 in the world of education is the responsibility of the teacher in preparing students well. One of them is to build their understanding of learning at school. Mathematics as one of the subjects that always exists in every level of education is very helpful for students in developing systematic and critical thinking, this is in accordance with the needs of students in industrial age 4.0. However, mathematics also has sufficient conditions, namely the need for an understanding of mathematical concepts. The reality found in schools in this study is the understanding of students’ low concepts. Therefore, this study aims to improve the understanding of students’ concepts through the application of Direct Instruction assisted by incomplete handouts in the topic of composition and inverse function. The research model used is Class Action Research according to Pelton. The research subjects were 21 students of grade XI in one of the West Jakarta High Schools. The data sources used are observation sheets and test sheets. Based on the results of the data analysis, it can be concluded that the implementation of Direct Instruction assisted by Incomplete Handouts can improve students’ conceptual understanding.