Students’ Collaborative Ability in Learning Geometry Transformation using a Scientific Approach Based on Learning Community

Abstract

The central concept of the 2013 curriculum is the scientific approach based on the logical explanation of the fact; students are expected to be able to solve problems through a structured scientific process. However, students often make mistakes in addressing the questions about geometry transformation. Therefore, learning involving multi parties, such as friends and parents, is required. In this paper, we proposed learning based on the learning community. This research aimed to explore the improvements in student’s collaborative ability by applying Learning Community-Based Scientific Approach on the topic of geometry transformation. The study was conducted in three cycles, with three steps in each cycle (plando-see),

based on the learning cycle in the lesson plan. This research was done in one of the high schools in the East Java, Indonesia, in the academic year of 2017/2018. The research subjects were Year 11 science students. The data were analysed using a qualitative descriptive method consisting of data reduction, data presentation, and conclusion. The data were gathered using observation, test, and documentation. The result shows that there is an improvement in their ability to learn mathematics collaboratively. They could work together and appreciate the opinions of their group members and another group.