Content Analysis tentang Pembelajaran Kolaboratif Berbasis Open Ended untuk Meningkatkan Kepercayaan Diri Siswa Dalam Belajar Matematika
DOI:
https://doi.org/10.24256/jpmipa.v8i2.857Keywords:
Collaborative Learning, Open-Ended, Self Confidence.Abstract
Abstract:
This article presents the results of content analysis of 19 books and 18 journals grouped according to the topic of collaborative learning, open-ended approach, and students’ self confidence in learning mathematics. From this analysis, it is found that collaborative learning is highly recommended. The tasks given should use open-ended problems and intensively use various approaches. In the world of education, the students should be given the freedom to exchange ideas with other friends, while the teacher just acts as a facilitator, not as an expert. By learning that way, it is expected that the students can demonstrate clearly when they have to work individually and when they have to work collaboratively; this can indirectly increase the students' self confidence.
Abstrak:
Artikel ini menyajikan hasil analisis content terhadap 19 buku dan 18 jurnal yang dikelompokkan sesuai dengan topik pembelajaran kolaboratif, pendekatan open-ended, dan kepercayaan diri siswa dalam belajar matematika. Dari analisis tersebut diperoleh bahwa pembelajaran kolaboratif sangat disarankan untuk digunakan. Tugas-tugas yang diberikan seharusnya menggunakan permasalahan open-ended dan secara intensif menggunakan berbagai macam pendekatan. Dalam dunia pendidikan sebaiknya siswa diberikan kebebasan untuk bertukar pikiran dengan teman lainnya sedangkan guru cukup berperan sebagai fasilitator bukan sebagai seorang ahli. Dengan pembelajaran yang seperti ini, harapannya mereka bisa mendemonstrasikan dengan jelas kapan mereka bekerja sendiri dan kapan mereka bekerja bersama-sama, hal ini secara tidak langsung dapat meningkatkan kepercayaan diri siswa.
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