Development cognitive neuroscience based learning to use lesson study for learning community to increase mathematical literacy

Abstract

According to the results of observation with teachers it is known that students still considered topic of fractions were difficult. Students often made mistakes in changing and calculating the fraction of operation. One of the causes in their mathematics literacy was low. Mathematics learning commonly stimulated the work of the right brain and left brain only and ignoring anxiety of students when facing fraction of questions. However, the mathematics learning based on cognitive neuroscience is very needed. This research aims to produce learning model prototype in term of improving students’ mathematical literacy with the accompanying impact on the growth of communicative and collaborative skills. The developed model used is 4D (define, design, develop, and disseminate). Methods of data collection used observation, questionnaires, documentation techniques, and tests. The research was conducted in 3 cycles with lesson study for learning communities, each cycle went through 2 stages of a plan-do-see. The research subjects were 40 students in fifth grade of elementary school in the odd semester of 2020. The data were analyzed descriptive qualitatively through data reduction, data presentation, and conclusions. Based on data validation with learning technology experts, learning evaluation experts, and neurosains experts got a good value category, so that the learning model prototype was suitable to use in learning. The results of the pre-test post-test value of the learning implementation were analyzed using the paired sample T-Test obtained by t Stat = -2,87 < t Critical two-tail = 2,02 which was learning model prototype can improve students’ mathematical literacy. The Mathematical anxiety shown a decreasing, the communicative skill of students grew, the collaborative skill had not shown a significant increase. So it can be concluded that the learning model prototype is effective.