The Risk-Taking Attitude of Student towards Mathematics through Inquiry-Based Open-Ended Learning

Authors

  • Yatha Yuni STKIP Kusuma Negara, Jakarta, Indonesia
  • Fiki Alghadari STKIP Kusuma Negara, Jakarta, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v13i1.584

Keywords:

IBOE learning Inquiry, Open-ended Mathematics, Risk-taking attitude

Abstract

This research was to know students' achievement and improvement risk-taking attitudes in grade 7 at Madrasah Tsanawiyah in Bekasi City towards mathematics through Inquiry-Based Open-Ended (IBOE) learning. This research is quantitative research with the research design Non-equivalent Pre and Post-test Control-Group Design. There are 156 students as a sample. It was taken using the purposive sampling technique from two Madrasah Tsanawiyah (MTs). Seventy-seven students in the experimental class (IBOE) and 79 students in the control class (Direct Learning: DL). They were grouped according to previous mathematics abilities (level high, medium, and low).  The instrument used was a questionnaire consisting of 17 valid statements adopted from the Domain-Specific Risk-Taking (DOSPERT) scale. The results of this research were reviewed based on early mathematical skills, achievement of the process of building a risk-taking attitude for MTs students. Students who received IBOE learning were no better than students who received DL.  Meanwhile, based on the early mathematical skills, students who increase in building a risk-taking attitude received IBOE learning was better than students who received DL.

References

Abidin, Y. (2014). Desain sistem pembelajaran dalam konteks kurikulum 2013. Bandung: Refika Aditama.

Alqurashi, E. (2016). Self-Efficacy In Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549

Arikunto, S. (2016). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.

Becker, J. P., & Shimada, S. (1997). The Open-Ended Approach: A New Proposal for Teaching Mathematics. Virginia: NTCM.

Brady, D. (2017). Assessment and therapeutic management of risk. In A. Clifton, S. Hemingway, A. Felton, & G. Stacey (Eds.), Fundamentals of Mental Health Nursing: An Essential Guide for Nursing and Healthcare Students (p. 84). Oxford, UK: John Wiley & Sons, Ltd.

Brettel, M., Chomik, C., & Flatten, T. C. (2015). How Organizational Culture Influences Innovativeness, Proactiveness, and Risk-Taking: Fostering Entrepreneurial Orientation in SMEs. Journal of Small Business Management, 53(4), 868–885. https://doi.org/10.1111/jsbm.12108

Bu, D., Hanspal, T., Liao, Y., & Liu, Y. (2020). Risk taking during a global crisis: Evidence from wuhan. In C. Wyplosz (Ed.), Covid Economics: Vetted and Real-Time Papers (Vol. 5, pp. 106–146). CEPR Press.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage publications.

Friedl, A., Pondorfer, A., & Schmidt, U. (2020). Gender differences in social risk taking. Journal of Economic Psychology, 77, 102182. https://doi.org/10.1016/j.joep.2019.06.005

Friedman, H. S., & Schustack, M. W. (2018). Personality: Classic theories and modern research. Boston, MA: Allyn and Bacon.

Hartley, C. A., & Somerville, L. H. (2015). The neuroscience of adolescent decision-making. Current Opinion in Behavioral Sciences, 5, 108–115. https://doi.org/10.1016/j.cobeha.2015.09.004

Hasanah, N., Mardiyana, M., & Sutrima, S. (2013). Analisis proses berpikir siswa dalam memecahkan masalah matematika ditinjau dari tipe kepribadian extrovert-introvert dan gender. Jurnal Pembelajaran Matematika, 1(4), 422–434.

Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1–20. https://doi.org/10.1080/13603116.2014.881569

Kuratko, D. F., & Morris, M. H. (2018). Corporate Entrepreneurship: A Critical Challenge for Educators and Researchers. Entrepreneurship Education and Pedagogy, 1(1), 42–60. https://doi.org/10.1177/2515127417737291

Leshem, R., & Glicksohn, J. (2007). The construct of impulsivity revisited. Personality and Individual Differences, 43(4), 681–691. https://doi.org/10.1016/j.paid.2007.01.015

Lyons, P., & Bandura, R. (2019). Self-efficacy: core of employee success. Development and Learning in Organizations: An International Journal, 33(3), 9–12. https://doi.org/10.1108/DLO-04-2018-0045

McLaren, M.-R., & Arnold, J. (2016). Transforming Pedagogies: Encouraging Pre-service Teachers to Engage the Power of the Arts in their Approach to Teaching and Learning. Australian Journal of Teacher Education, 41(5), 21–35. https://doi.org/10.14221/ajte.2016v41n5.2

Montinari, N., & Rancan, M. (2018). Risk taking on behalf of others: The role of social distance. Journal of Risk and Uncertainty, 57(1), 81–109. https://doi.org/10.1007/s11166-018-9286-2

Ninomiya, N., & Pusri, P. (2015). The study of open-ended approach in mathematics teaching using jigsaw method. Bulletin of Saitama University Faculty of Education, 64, 11–22. https://doi.org/10.24561/00017737

Pratama, Y. A. (2019). Relevansi Teori Belajar Behaviorisme Terhadap Pendidikan Agama Islam. Jurnal Pendidikan Agama Islam Al-Thariqah, 4(1), 38–49. https://doi.org/10.25299/al-thariqah.2019.vol4(1).2718

Putri, L. A., Permanasari, A., Winarno, N., & Ahmad, N. J. (2021). Enhancing Students’ Scientific Literacy Using Virtual Lab Activity with Inquiry-Based Learning. Journal of Science Learning, 4(2), 173–184. https://doi.org/10.17509/jsl.v4i2.27561

Quan, L. (2015). Perceptions of Leadership Competencies and the Acquisition of Them by CEOs in Vietnamese Small Enterprises. Asian Social Science, 11(4), 17. https://doi.org/10.5539/ass.v11n4p17

Riansyah, F., & Suhar, S. (2014). Peningkatan Kemampuan Berpikir Kreatif Matematik Siswa Kelas XI IPA SMA Negeri 5 Kendari dengan Menggunakan Pendekatan Pembelajaran Open-Ended. Jurnal Penelitian Pendidikan Matematika, 2(1), 43–55.

Rohana, R. (2015). Meningkatkan karakter mahasiswa calon guru melalui pembelajaran reflektif. Symmetry: Jurnal Ilmiah Pendidikan Matematika FKIP UNPAS, 4(1), 571–582.

Rokhaeni, A. (2014). Pendekatan M-APOS untuk meningkatkan kemampuan berpikir kritis dan kreatif matematis serta habit of taking responsible risk matematika siswa. Univeritas Pendidikan Indonesia.

Ryan, K. K., MacKillop, J., & Carpenter, M. J. (2013). The relationship between impulsivity, risk-taking propensity and nicotine dependence among older adolescent smokers. Addictive Behaviors, 38(1), 1431–1434. https://doi.org/10.1016/j.addbeh.2012.08.013

Sanjaya, W. (2019). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media.

Sefalianti, B. (2014). Penerapan pendekatan ekspositori terhadap kemampuan komunikasi dan disposisi matematis siswa. Jurnal Pendidikan Dan Keguruan (e-Journal), 1(2).

Sha, L., Schunn, C., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450–472. https://doi.org/10.1002/tea.21251

Steinberg, L. (2017). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106. https://doi.org/10.1016/j.dr.2007.08.002

Sugiyono, S. (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Suharsimi, A. (2016). Metodologi Penelitian. Yogyakarta: Bina Aksara.

Supardi, U. S. (2015). Peran berpikir kreatif dalam proses pembelajaran matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(3), 248–262. https://doi.org/10.30998/formatif.v2i3.107

Tieskens, J. M., Buil, J. M., Koot, S., Krabbendam, L., & van Lier, P. A. C. (2018). Elementary school children’s associations of antisocial behaviour with risk-taking across 7-11 years. Journal of Child Psychology and Psychiatry, 59(10), 1052–1060. https://doi.org/10.1111/jcpp.12943

Turkmen, H., & Sertkahya, M. (2015). Creative thinking skills analyzes of vocational high school students. Journal of Educational and Instructional Studies in the World, 5(10), 74–84.

Vasyakin, B. S., Ivleva, M. I., Pozharskaya, Y. L., & Shcherbakova, O. I. (2016). A Study of the Organizational Culture at a Higher Education Institution [Case Study: Plekhanov Russian University of Economics (PRUE)]. International Journal of Environmental and Science Education, 11(10), 11515–11528.

Wahyudin, W., Sutikno, S., & Isa, A. (2010). Keefektifan pembelajaran berbantuan multimedia menggunakan metode inkuiri terbimbing untuk meningkatkan minat dan pemahaman siswa. Jurnal Pendidikan Fisika Indonesia, 6(1), 58–62.

Yuni, Y., Alghadari, F., & Wulandari, A. (2019). Gender reviewed mathematical intuition at 7th grade students through open-ended based-inquiry learning. Journal of Physics: Conference Series, 1315(1), 012080. https://doi.org/10.1088/1742-6596/1315/1/012080

Yuni, Y., Darhim, & Turmudi. (2018). The attitude of risk taking Islamic junior high school ( MTs ) students in learning mathematics. Journal of Physics: Conference Series, 1013(1), 012113. https://doi.org/10.1088/1742-6596/1013/1/012113

Downloads

Published

2021-06-16

How to Cite

Yuni, Y., & Alghadari, F. (2021). The Risk-Taking Attitude of Student towards Mathematics through Inquiry-Based Open-Ended Learning. AL-ISHLAH: Jurnal Pendidikan, 13(1), 678–688. https://doi.org/10.35445/alishlah.v13i1.584

Issue

Vol. 13 No. 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.