Open AccessSTUDENTS’ PERCEPTIONS ABOUT THE IMPLEMENTATION OF PEER-ASSISTED REFLECTION LEARNING IN MULTIVARIABLE CALCULUS LECTURES
Author(s) -
Isra Nurmai Yenti,
Yaya S. Kusumah,
Jarnawi Afgani Dahlan
Publication year - 2021
Publication title -
ta'dib
Language(s) - English
Resource type - Journals
eISSN - 2580-2771
pISSN - 1410-8208
DOI - 10.31958/jt.v24i1.3315
Subject(s) - reflection (computer programming) , multivariable calculus , correctness , class (philosophy) , computer science , calculus (dental) , perception , mathematics education , psychology , artificial intelligence , algorithm , medicine , engineering , dentistry , control engineering , neuroscience , programming language
A large class can be a problem source in learning Calculus. Peer-Assisted Reflection learning,as the solution, is a learning that combines peer analysis and self-reflection. The purpose of this study was to describe the implementation of Peer-Assisted Reflection learning based on Students’ opinions in Multivariable Calculus lecture. The research design used was pre-experimental with a one-shot case study design. The data obtained from questionnaire responses were analyzed by using descriptive statistics. The result of this study shows that thePeer-Assisted Reflection learning help Students’s carry out activities: reflecting the result of their own work, commenting on the friend’s work, and increasing understanding of the material after revising their work. On contrary, the Peer-Assisted Reflection learning has not been able to carry out the following activities: determining concepts, understanding problems in a short time, understanding the work of colleagues, and finding doubts about the correctness of the answers.