Bruner’s cognitive stages and their effects on the understanding of fraction concept

Authors

  • NLM Dwijayanti Ganesha University of Education (UNDIKSHA), Singaraja, Bali-Indonesia
  • I Gusti Putu Suharta Ganesha University of Education (UNDIKSHA), Singaraja, Bali-Indonesia
  • - Sariyasa Ganesha University of Education (UNDIKSHA), Singaraja, Bali-Indonesia

Keywords:

enactive, fraction concept, iconic, self-efficacy, symbolic

Abstract

This study aimed at determining: (1) the difference in the effect of employing the Bruner’s cognitive stages on the students’ understanding of fractions concept, (2) which of the Bruner’s cognitive stages gave better effect on the students’ understanding of the fractions concept, and (3) the linkage of Bruner’s cognitive stages which gave the best effect on the students' understanding of fractions concept based on the students’ self-efficacy. This research was a mixed method of the explanatory sequential type that combined quantitative and qualitative research. At first, experimental research was conducted then a case study was conducted to complement quantitative data. The population of this study was students of grade VII of SMP Negeri 2 Semarapura consisted of nine classes and the samples were three classes chosen with random sampling technique. The data of students' understanding of fractions concept were collected through the test and students’ self-efficacy data were collected using questionnaires, observation, and interviews.

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Published

2017-07-31

How to Cite

Dwijayanti, N., Suharta, I. G. P., & Sariyasa, .-. (2017). Bruner’s cognitive stages and their effects on the understanding of fraction concept. International Research Journal of Engineering, IT & Scientific Research, 3(4), 37–46. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/549

Issue

Vol. 3 No. 4: July 2017

Section

Research Articles
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