GALLERY WALK: STRATEGI UNTUK MENGOPTIMALKAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN MATEMATIKA

Authors

  • Nur Qomaria Universitas Trunojoyo Madura

DOI:

https://doi.org/10.31851/indiktika.v2i1.3392

Abstract


Gallery walk adalah strategi pembelajaran aktif yang mendorong mahasiswa untuk berdiskusi, bertanya, menyampaikan gagasan secara lisan dan tulisan melalui aktivitas ekshibisi/pameran poster. Penelitian ini bertujuan untuk mengetahui keterlibatan (engagement) mahasiswa dalam pembelajaran matematika dengan strategi Gallery Walk. Keterlibatan yang diukur meliputi keterlibatan kognitif, afektif, dan perilaku. Data dikumpulkan melalui angket dan observasi. Subjek penelitian ini adalah 35 mahasiswa program studi pendidikan IPA Universitas Trunojoyo Madura yang menempuh mata kuliah matematika dasar. Analisis data dilakukan dengan menentukan persentase banyaknya mahasiswa yang merespon pada kriteria tertentu perindikator keterlibatan, baik untuk angket maupun lembar observasi. Hasil penelitian menunjukkan bahwa keterlibatan kognitif mahasiswa yang meliputi regulasi diri, motivasi, dan strategi mendalam tergolong baik. Keterlibatan afektif yang mencakup ketertarikan, orientasi terhadap prestasi, dan orientasi terhadap teman sejawat tergolong baik. Keterlibatan perilaku yang terdiri dari frekuensi bertanya, terlibat dalam diskusi, menjelaskan kepada teman sejawat juga tergolong baik. Dengan demikian, strategi gallery walk dapat diterapkan dalam pembelajaran matematika untuk mengoptimalkan keterlibatan mahasiswa.

                                                                                                                  

Kata kunci : gallery walk, strategi pembelajaran, keterlibatan

 

ABSTRACT

Gallery walk is an active learning strategy that encourages students to discuss, ask questions, convey ideas verbally and in writing through exhibit activities / poster exhibitions. This study aims to determine the involvement of students in learning mathematics with the Gallery Walk strategy. Measured involvement includes cognitive, affective, and behavioral involvement. Data collected through questionnaire and observation. The subjects of this study were 35 students of the Natural Sciences study program at Trunojoyo University, Madura, who took basic mathematics courses. Data analysis was performed by determining the percentage of the number of students who responded to certain criteria of involvement indicators, both for the questionnaire and the observation sheet. The results showed that the cognitive involvement of students which included self-regulation, motivation, and in-depth strategies was classified as good. Affective involvement which includes interest, orientation towards achievement, and orientation towards peers is classified as good. Behavioral involvement consisting of frequency of asking, engaging in discussion, explaining to peers is also quite good. Thus, the gallery walk strategy can be applied in mathematics learning to optimize student involvement.

 

Keywords : gallery walk, learning strategies, involvement

References

Allen, C., and Larmer, J. 2013. Using Gallery Walks for Revision and Reflection. Buck Institute for Education (BIE). [online]. Tersedia: http://www.bie.org. [10 Oktober 2019].

Askham, P. 2008. Context and identity: Exploring adult learners’ experiences of higher education. Journal of Further and Higher Education, Vol. 32 : 85-97.

Attard, C. 2012. Engagement with mathematics: What does it mean and what

does it look like?. Australian Primary Mathematics Classroom, Vol. 17(1) : 9-13.

Beckers, R., van der Voordt, T., and Dewulf, G. 2015. A conceptual framework to identify spatial implications of new ways of learning in higher education. Facilities, Vol. 33(1/2) : 2-19.

Bowen, S. 2005. Engaged learning: Are we all on the same page? Peer Review, 4-7.

Bowman, S. L. 2005. The Gallery Walk : An Opening, Closing, Review Activity.

Glenbrook: Bowperson Publishing and Training, Inc.

Chapman, E. 2003. Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, Vol. 8(13) : 1-7.

Chen, P., Lambert, A., and Guidry, K. 2010. Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, Vol. 54 : 1222-1232. doi: 10.1016/j.compedu.2009.11.008.

Dinata, H. and Anggraini, R.W. 2017. The Use of Gallery Walk Too Enhance The Speaking Achievement of The Ninth Grade Students

of SMP PGRI 1 Palembang. Jurnal Bahasa & Sastra, Vol. 6(1) : 50-56.

Fredricks, J., Blumenfeld, P., and Paris, A. 2004. School Engagement: Potential of the concept, and state of the evidence. Review of Educational Research,Vol. 74 : 59-109.

Furlong, M. A., et al. 2003. Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research

and Practice. The California School Psychologist, Vol. 8 : 99-113.

Kahu, E. R. 2013. Framing Student Engagement in Higher Education. Studies

in Higher Education, Vol. 38(5) : 758-773, DOI: 10.1080/03075079.2011.598505.

Kong, Q.P., Wong, N.Y., and Lam, C.C. 2003. Student Engagement in Mathematics: Development of Instrument and Validation of Construct. Mathematics Education Research Journal, Vol. 15(1) : 4-21.

Kuh, G. D. 2003. What We're Learning About Student Engagement From NSSE:

Benchmarks for Effective Educational Practices. Change, Vol. 35(2) : 24-32.

Liu, X. 2012. On the Student-centered Idea. Journal of Higher

Education, Vol. 33 : 1-6.

Mandernach, B.J. 2015. Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools. International Journal of Learning, Teaching and Educational Research, Vol. 12(2) : 1-14.

Pagán, J. E. 2018. Behavioral, Affective, and Cognitive Engagement of High School Music Students: Relation to Academic Achievement and Ensemble Performance Ratings. Graduate Theses and Dissertations. [online]. Tersedia: https://scholarcommons.usf.edu/etd/7347. [10 Oktober 2019].

Pittaway, S., and Moss, T. 2014. Initially, We Were Just Names on a Computer Screen: Designing Engagement in Online Teacher Education. Australian Journal of Teacher Education, Vol. 39(7) : 37-45, doi:10.14221/ajte.2014v39n7.10.

Qomaria, N. 2017. Using Formulator Tarsia to Create Collaborative Activities in Mathematics Classroom. Proceeding International Conference on Islamic Education (ICIED) UIN

Maulana Malik Ibrahim Malang, 23-24 November 2019. Vol. 2, 361-366. e-ISSN: 2613-9804.

Redmond, P., Heffernan, A., Abawi, L., Brown, A., and

Henderson, R. 2018. An Online Engagement Framework for Higher Education. Online Learning, Vol. 22(1) : 183-204. doi:10.24059/olj.v22i1.1175.

Septiana, D. A. and Sunarti, T. 2019. The Implementation of Problem Based Learning with Gallery Walk Strategy on Global Warming. IPF: Inovasi Pembelajaran Fisika, Vol. 8(2) : 692-695.

Sinatra, G., Heddy, B., and Lombardi, D. 2015. The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, Vol. 50(1) : 1-13. doi:10.1080/00461520.2014.1002924.

Tan, C. and Alcantara., M. C. 2017. Gallery Walk Technique in Teaching Selected Topics in English and Learners’ Performance. International Journal of Advanced Research, Vol. 5(3) : 1000-1002. doi: 10.21474/IJAR01/3598.

Wilson, M. E. 2004. Teaching, Learning, and Millennial Students. New Directions for Student Services, Vol. 106 : 59-71.

Young, M. R. 2010. The Art and Science of Fostering Engaged Learning. Academy of Educational Leadership Journal, Vol. 14(Special Issue) : 1-18.

Zhu, K. 2018. Discussion on The Student-Centered Teaching of College Mathematics. American Journal of Educational Science, Vol. 4(4) : 144-148.

Downloads

Published

2019-12-10