Need Analysis of Teaching Books Based on A Scientific Approach to Geometry and Measurement Courses
- 10.2991/assehr.k.201230.118How to use a DOI?
- Teaching books, HOTS, Mathematics learning, Elementary education
This article aims to explain the results of a textbook need analysis based on a scientific approach in geometry and measurement courses. Geometry and measurement courses are courses that must be taken by second semester students in the elementary education study program FKIP Universitas Sriwijaya study program. The results of the analysis were obtained from a questionnaire using Google Form and the results of discussions with lecturers of Mathematics courses. The questionnaire was responded by 66 students in the 3rd semester of the 2020/2021 academic year, then the results were analysed using descriptive analysis. The results of the need analysis showed that 1) there were obstacles faced in the geometry and measurement courses, namely the unavailability of scientific-based textbooks which are used as a guide in the lecture process, 2) the materials discussed in the textbook were the definition of points, lines, angles and material components, planes and solids in elementary school. Thus, it can be concluded that textbooks based on a scientific approach in Geometry and measurement courses need to be developed. This study is an initial study for the development of textbooks based on a scientific approach as a material for Geometry and measurement courses.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Toybah AU - Siti Hawa AU - Suganda M Vina Amilia PY - 2021 DA - 2021/01/02 TI - Need Analysis of Teaching Books Based on A Scientific Approach to Geometry and Measurement Courses BT - Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) PB - Atlantis Press SP - 275 EP - 280 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201230.118 DO - 10.2991/assehr.k.201230.118 ID - 2021 ER -