A STUDY OF STUDENTS’ SYSTEMATIC THINKING DEVELOPMENT  IN THE PROBABILITY LESSON THROUGH USING  CONCRETE-PICTURE-ABSTRACT (CPA) COMBINED WITH GRADUAL RELEASE OF RESPONSIBILITY (GRR)

Apichyaya Thongprasert; Chalita Toopsuwan; Mingkhuan  Phaksunchai

ผู้แต่ง

Apichyaya Thongprasert Faculty of Science, King Mongkut's University of Technology Thonburi
Chalita Toopsuwan Faculty of Science, King Mongkut's University of Technology Thonburi
Mingkhuan Phaksunchai Faculty of Science, King Mongkut's University of Technology Thonburi

คำสำคัญ:

Systematic thinking, Concrete-picture-abstract (CPA), Gradual release of responsibility (GRR)

บทคัดย่อ

Systematic thinking is critical in mathematics as it helps students solve complex problems and develop a deep understanding of mathematical concepts. However, many students still struggle to develop these skills effectively. This study aimed to (1) compare students' systematic thinking in lessons on probability using Concrete-Picture-Abstract (CPA) teaching strategies combined with Gradual Release of Responsibility (GRR) and (2) compare the development of four aspects of systematic thinking of students using Concrete-Picture-Abstract teaching strategies (CPA) combined with Gradual Release of Responsibility (GRR). This research was conducted with a sample group of 40 Matthayom Suksa 3 (Grade 9) students, randomly selected using the cluster random sampling method. It employed pre-experimental research with pre- and post-tests. 8 learning management plans were used, incorporating the CPA technique along with GRR in the lesson on probability in research. A systematic thinking test was administered before and after the lesson, and a dependent t-test was used for data analysis. The study found that (1) students' systematic thinking significantly increased after the experiment at the .01 level, and (2) the scores of the four sub-skills of systematic thinking significantly increased after the experiment at the .01 level. These results indicate that the CPA approach combined with GRR effectively promotes systematic thinking.

เอกสารอ้างอิง

Al-Saeed, R. M., & Al-Nimr, M. A.-Q. (2006). Curriculum development: Systematic applications and models (1st ed.). House of Arab Thought for Printing and Publishing.

Ang, L. H., & Shahrill, M. (2014). Identifying students’ specific misconceptions in learning probability. International Journal of Probability and Statistics, 3(2), 23–29.

Azmidar, A., Darhim, D., & Dahlan, J. A. (2017, September). Enhancing students’ interest through mathematics learning. Journal of Physics: Conference Series, 895 (1), p. 012072. https://doi.org/10.1088/1742-6596/895/1/012072

Casella, G., & Berger, R. L. (2021). Statistical inference. Cengage Learning.

Eidin, E., Bielik, T., Touitou, I., Bowers, J., McIntyre, C., & Damelin, D. (2020). Characterizing advantages and challenges for students engaging in computational thinking and systems thinking through model construction. In M. Gresalfi & I. S. Horn (Eds.), The interdisciplinarity of the learning sciences: 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 183–190). International Society of the Learning Sciences.

Jones, G. A., Langrall, C. W., & Mooney, E. S. (2007). Research in probability: responding to classroom realities. In F. K. Lester Jr. (Ed.), The second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 909- 955). Charlotte, NC: Information Age Publishing.

Kaplar, M., Lužanin, Z., & Verbić, S. (2021). Evidence of probability misconception in engineering students—Why even an inaccurate explanation is better than no explanation. International Journal of STEM Education, 8, 1–15.

Karaarslan Semiz, G., & Teksöz, G. (2024). Tracing system thinking skills in science curricula: A case study from Turkey. International Journal of Science and Mathematics Education, 22(3), 515–536.

Khazanov, L., & Prado, L. (2010). Correcting students' misconceptions about probability in an introductory college statistics course. Adults Learning Mathematics, 5(1), 23–35.

Konold, C. (1995). Issues in assessing conceptual understanding in probability and statistics. Journal of Statistics Education, 3(1).

Leung, A., & Baccaglini-Frank, A. (2017). Digital technologies in designing mathematics education tasks. Mathematics Education in the Digital Era, (MEDE, volume 8).

Mahayukti, G. A., Dianawati, N. P. S., Ardana, I. M., & Suryawan, I. P. P. (2019). The effect of concrete-pictorial-abstract learning strategy on spatial sense ability. Journal of Physics: Conference Series, 1317(1), 012007.

Panlaan, J. M. (2019). The effectiveness of gradual release of responsibility approach in improving performance of students in mathematics. SLONGAN, 4(1), 26.

Putri, H. E., Misnarti, M., & Saptini, R. D. (2018). Influence of concrete-pictorial-abstract (CPA) approach towards the enhancement of mathematical connection ability of elementary school students. EduHumaniora: Jurnal Pendidikan Dasar Kampus Cibiru, 10(2), 61–71.

Read, S., Landon‐Hays, M., & Martin‐Rivas, A. (2014). Gradually releasing responsibility to students writing persuasive text. The Reading Teacher, 67(6), 469–477.

Reda, N. M. A. (2021). Systems thinking skills included in the mathematics textbook for the third intermediate grade. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 1545–1557.

Riccomini, P. J. (2010). CRA math instruction: Systematically connecting concrete to representation to abstract. Makalah pada MTSS Symposium, Kansas.

Robert, P. (2020). A study to foster proactive learning in mathematics at primary schools in the Republic of the Marshall Islands through Concrete-Pictorial-Abstract (CPA) approach. International Education Collaborative Study at Naruto University of Education, 13, 17–24.

Saligumba, I. P., & Tan, D. (2018). Gradual release of responsibility instructional model: Its effects on students’ mathematics performance and self-efficacy. International Journal of Scientific & Technology Research, 7(8), 276–291.

Salimi, M., Suhartono, S., Hidayah, R., & Fajari, L. E. W. (2020, October). Improving mathematics learning of geometry through the concrete-pictorial-abstract (CPA) approach: Collaborative action research. Journal of Physics: Conference Series, 1663(1), 012046.

Sarfo, F. K., Eshun, G., Elen, J., & Adentwi, K. I. (2014). Towards the solution of abysmal performance in mathematics in junior high schools: Comparing the pedagogical potential of two designed interventions. Electronic Journal of Research in Educational Psychology, 12(3), 763–784.

Watt, S. J. (2013). Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence (Doctoral dissertation, University of Iowa).