EXPLORATION OF STUDENTS’ MATHEMATICS LEARNING EXPERIENCES AND ENGAGEMENT OUTSIDE THE CLASSROOM

Imam Kusmaryono, Dyana Wijayanti

Abstract


In essence, a learning process involves students interacting with teachers, other students, and the learning environment in an educational setting. This study aimed to explore student learning experiences and the long-term impact of learning mathematics outside the classroom. This research is a longitudinal study, in which the research subjects change after a certain period of time. This study involved subjects as 208 male and female students. The author collected data through tests, questionnaires, and interview methods. The author then analyzed the data by comparing the same data over two periods. The results suggested that learning by utilizing learning resources outside the classroom in learning mathematics may help increase student engagement in the cognitive, affective, and conative dimensions. Changes shifted from learning inside classroom to learning outside classroom have created a different learning atmosphere and provided a lot of learning experiences for students, and also increased student engagement in the cognitive, affective, and conative dimensions. It indicated that learning mathematics outside the classroom has a long-term impact on student interaction in three dimensions, namely (1) the cognitive dimension; students can develop such as critical thinking, problem-solving skills, and reasoning abilities; (2) affective dimensions; students’ positive disposition towards mathematics increases while students' mathematics anxiety levels decrease; and (3) the conative dimension; such as improvement in social skills, cooperation, better communication, confidence, and diligence in learning mathematics. 


Keywords


engagement, exploration, learning experience, Mathematics

Full Text:

PDF

References


Avci, G., & Gümüş, N. (2020). The effect of outdoor education on the achievement and recall levels of primary school students in social studies course. Review of International Geographical Education Online, 10(1), 171–206. https://doi.org/10.33403/rigeo.638453

Blaine, J., & Akhurst, J. (2021). A journey into understanding gendered experiences of outdoor adventure education. Journal of Adventure Education and Outdoor Learning, 23(3), 244–257. https://doi.org/10.1080/14729679.2021.2001759

Caruana, E. J., Roman, M., Hernández-Sánchez, J., & Solli, P. (2015). Longitudinal studies. Journal of Thoracic Disease, 7(11), 540–544. https://doi.org/10.3978/j.issn.2072-1439.2015.10.63

Clarke, D., & Roche, A. (2018). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. The Journal of Mathematical Behavior, 51(9), 95–108. https://doi.org/10.1016/j.jmathb.2017.11.006

Closs, L., Mahat, M., & Imms, W. (2022). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. Learning Environments Research, 25(1), 271–285. https://doi.org/10.1007/s10984-021-09361-2

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Dyment, J. E., Chick, H. L., Walker, C. T., & Macqueen, T. P. N. (2018). Pedagogical content knowledge and the teaching of outdoor education. Journal of Adventure Education and Outdoor Learning, 18(4), 303–322. https://doi.org/10.1080/14729679.2018.1451756

Harris, B., & Petersen, D. (2019). Developing math skills in early childhood. Mathematica Policy Research, 2(2), 1–6. https://files.eric.ed.gov/fulltext/ED587415.pdf

Hoogland, K., de Koning, J., Bakker, A., Pepin, B. E. U., & Gravemeijer, K. (2018). Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance. Studies in Educational Evaluation, 58(6), 122–131. https://doi.org/10.1016/j.stueduc.2018.06.004

Huang, Y., & Wang, S. (2023). How to motivate student engagement in emergency online learning? Evidence from the covid-19 situation. Higher Education, 85(5), 1101–1123. https://doi.org/10.1007/s10734-022-00880-2

Jimenez-Liso, M. R., Bellocchi, A., Martinez-Chico, M., & Lopez-Gay, R. (2022). A model-based inquiry sequence as a heuristic to evaluate students’ emotional, behavioural, and cognitive engagement. Research in Science Education, 52(4), 1313-1334. https://doi.org/10.1007/s11165-021-10010-0

Joshi, D. R., Adhikari, K. P., Khanal, B., Khadka, J., & Belbase, S. (2022). Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic. PLoS One, 17(11), 1-22. https://doi.org/10.1371/journal.pone.0278052

Jumaat, N. F., Tasir, Z., Halim, N. D. A., & Ashari, Z. M. (2017). Project-based learning from constructivism point of view. Advanced Science Letters, 23(8), 7904–7906. https://doi.org/10.1166/asl.2017.9605

Kliziene, I., Paskovske, A., Cizauskas, G., Augustiniene, A., Simonaitiene, B., & Kubiliunas, R. (2022). The impact of achievements in mathematics on cognitive ability in primary school. Brain Sciences, 12(736), 1–17. https://doi.org/10.3390/ brainsci12060736

Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). Construction of students’ mathematical knowledge in the zone of proximal development and zone of potential construction. European Journal of Educational Research, 10(1), 341–351. https://doi.org/10.12973/eu-jer.10.1.341

Kusmaryono, I., & Suyitno, H. (2016). The effect of constructivist learning using scientific approach on mathematical power and conceptual understanding of students grade IV. Journal of Physics: Conference Series, 693, 012019. https://doi.org/10.1088/1742-6596/693/1/012019

Kusumadewi, R. F., & Kusmaryono, I. (2022). Concept maps as dynamic tools to increase students’ understanding of knowledge and creative thinking. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 12(1), 12–25. https://doi.org/10.25273/pe.v12i1.11745

Laird, A., & Grootenboer, P. (2021). Engagement and outdoor learning in mathematics. In B. Kaur, J. Boon, W. Yeo, & S. L. Chin (Eds.), Excellence in mathematics education: Foundations and pathways (Proceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia (MERGA)) (pp. 265–272). Singapore.

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19, 270-289. https://doi.org/10.1007/s42330-019-00050-0

Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890

Li, J., Xue, E., Li, C., & He, Y. (2023). Investigating latent interactions between students’ affective cognition and learning performance: Meta-analysis of affective and cognitive factors. Behavioral Sciences, 13(7), 1–16. https://doi.org/10.3390/bs13070555

Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 1–13. https://doi.org/10.1186/s40594-019-0197-9

Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10(5), 1–12. https://doi.org/10.3389/fpubh.2022.877058

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research. Environmental education research, 27(8), 1115-1140. https://doi.org/10.1080/13504622.2021.1921117

Miles, M. B., & Huberman, M. A. (2016). Qualitative data analysis: A resource book on new methods. In Universitas Indonesia_UI Press (11th ed., Issue 1). Universitas Indonesia (UI-Press).

Neville, I.A., Petrass, L.A. & Ben, F. (2023). Cross disciplinary teaching: A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities. Journal of Outdoor and Environmental Education, 26(1), 1–21. https://doi.org/10.1007/s42322-022-00109-x

Otte, C. R., Bølling, M., Elsborg, P., Nielsen, G., & Bentsen, P. (2019). Teaching maths outside the classroom: does it make a difference? Educational Research, 61(1), 38–52. https://doi.org/10.1080/00131881.2019.1567270

Pambudi, D. S., Sunardi, S., & Sugiarti, T. (2022). Learning Mathematics Using a Collaborative RME Approach in the Indoor and Outdoor Classrooms to Improve Students’ Mathematical Connection Ability. Jurnal Pendidikan Matematika, 16(3), 303-324. https://doi.org/10.22342/jpm.16.3.17883.303-324

Pambudi, D. S. (2022). The effect of outdoor learning method on elementary students motivation and achievement in geometry. International Journal of Instruction, 15(1), 747–764. https://doi.org/10.29333/iji.2022.15143a

Picknoll, D., Down, M., & Hands, B. (2023). The nature and scope of outdoor education in Western Australia. Journal of Outdoor and Environmental Education, 26(2), 269–282. https://doi.org/10.1007/s42322-023-00129-1

Prasetya, S. P., Segara, N. B., & Imron, A. (2020). Effectiveness of outdoor learning optimization program in learning social studies. JPI (Jurnal Pendidikan Indonesia), 9(2), 314. https://doi.org/10.23887/jpi-undiksha.v9i2.19160

Priyadi, H. G., & Yumiati, Y. (2021). The effect of contextual teaching and learning model with outdoor approach towards the students’ ability of mathematical representation. Education Quarterly Reviews, 4(3), 441–450. https://doi.org/10.31014/aior.1993.04.03.352

Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a

Remmen, K. B., & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, 1-19. https://doi.org/10.1080/14729679.2022.2027796

Romar, J. E., Enqvist, I., Kulmala, J., Kallio, J., & Tammelin, T. (2019). Physical activity and sedentary behaviour during outdoor learning and traditional indoor school days among finnish primary school students. Journal of Adventure Education and Outdoor Learning, 19(1), 28–42. https://doi.org/10.1080/14729679.2018.1488594

Rustam, A., & Ramlan, A. M. (2017). Analysis of mathematical communication skills of junior high school students of coastal kolaka. J. Math. Educ., 2(2), 45–50. http://www.usnsj.com/index.php/JME/article/view/2.2.45-51

Sanchal, A., & Kuiti, T. (2017). Students’ attitudes towards learning mathematics: Impact teaching in a sporting contex. Teachers and Curriculum, 7(1), 89–99. https://files.eric.ed.gov/fulltext/EJ1149612.pdf

Scott, G. W., Humphries, S., & Henria, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of Geography in Higher Education, 43(3), 280–298. https://doi.org/10.1080/03098265.2019.1608516

Ulusoy, F., & Argun, Z. (2019). Secondary school students’ representations for solving geometric word problems in different clinical interviews. International Journal of Education in Mathematics, Science and Technology, 7(1), 73–92. https://doi.org/10.18404/ijemst.328341

Uwerhiavwe, A. A. (2023). The influence of learners’ mindsets on their mathematics learning. Creative Education, 14(01), 74–102. https://doi.org/10.4236/ce.2023.141007

Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the long-run impact of learning mathematics during preschool? Child Development, 89(2), 539–555. https://doi.org/10.1111/cdev.12713




DOI: https://doi.org/10.17509/ije.v16i2.48399

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Imam kusmaryono, Dyana Wijayanti



Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.