Penggunaan Desmos Graphing Calculator untuk Meningkatkan Kemampuan Komunikasi Matematis dan Kemandirian Belajar Mahasiswa pada Materi Integral Kalkulus II
Main Article Content
This research aims to describe the improvement of students' mathematical communication skills and learning independence through the use of the Desmos Graphing Calculator on integral material in the Calculus II course. The research employed a classroom action research design involving undergraduate Mathematics Education students in the even semester. Data were collected through observation, mathematical communication ability tests, learning independence questionnaires, and documentation of learning activities. The results show that the use of the Desmos Graphing Calculator significantly improved students' ability to represent integral concepts, communicate mathematical ideas both orally and in writing, and promote independence in exploring and verifying concepts. These findings are supported by documentary evidence of students actively using Desmos to visualize integral regions, examine integration boundaries, and graphically verify analytical calculations. The integration of Desmos technology in Calculus II instruction proved effective as an innovative learning medium that increased student engagement and conceptual understanding
Keywords:
Desmos Graphing Calculator, komunikasi matematis, kemandirian belajar, integral, Kalkulus II
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Baroody, A. J. (1993). Problem solving, reasoning, and communicating, K-8: Helping children think mathematically. New York: Merrill/Macmillan.
Drijvers, P., Tacoma, S., Besamusca, A., Doorman, M., & Boon, P. (2016). Digital resources are inviting changes in mid-adopting teachers' practices and orchestrations. ZDM Mathematics Education, 45(7), 987-1001.
Hake, R. R. (1999). Analyzing change/gain scores. American Educational Research Association's Division D, Measurement and Research Methodology, 1-4.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria: Deakin University Press.
NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Polly, D., & Orrill, C. H. (2016). Designing professional development to support teachers' learning in a technology-rich environment. Teaching and Teacher Education, 50, 1-10.
Sumarmo, U. (2004). Kemandirian belajar: Apa, mengapa, dan bagaimana dikembangkan pada peserta didik. Makalah disajikan pada Seminar Nasional Pendidikan Matematika, Universitas Negeri Yogyakarta.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
Baroody, A. J. (1993). Problem solving, reasoning, and communicating, K-8: Helping children think mathematically. New York: Merrill/Macmillan.
Drijvers, P., Tacoma, S., Besamusca, A., Doorman, M., & Boon, P. (2016). Digital resources are inviting changes in mid-adopting teachers' practices and orchestrations. ZDM Mathematics Education, 45(7), 987-1001.
Hake, R. R. (1999). Analyzing change/gain scores. American Educational Research Association's Division D, Measurement and Research Methodology, 1-4.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria: Deakin University Press.
NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Polly, D., & Orrill, C. H. (2016). Designing professional development to support teachers' learning in a technology-rich environment. Teaching and Teacher Education, 50, 1-10.
Sumarmo, U. (2004). Kemandirian belajar: Apa, mengapa, dan bagaimana dikembangkan pada peserta didik. Makalah disajikan pada Seminar Nasional Pendidikan Matematika, Universitas Negeri Yogyakarta.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
