Implementation of ABC Model Integrated 4CS on Learning Math

Buhaerah

, Muhammad Siri

, and Andi Aras

Department of Tarbiyah, Institut Agama Islam Negeri Parepare, Parepare, South Sulawesi, Indonesia

Department of Education, Muhammadiyah University of Parepare, Parepare, South Sulawesi, Indonesia

Keywords: Mathematics Learning, Critical Thinking, Creative Thinking, Communicative, Collaboration.

Abstract: ABC model that integrates 4CS in mathematics learning. ABC is an acronym for anticipation, building

knowledge, and consolidation. Whereas 4CS is an acronym for critical thinking skills, communication skills,

collaboration skills, and creative thinking skills. This model is one of the guidelines for teachers or teaching

staff to teach students, in terms; critical thinking, creative thinking, communicative, and collaborating. The

components of ABC mathematics learning model that are integrated with 4CS are syntax, social system,

reaction principle, and support system. The syntax of this mathematical learning model includes; are:

identifying and justifying concepts, solving problems, generalizing and analyzing algorithms, and making

conclusions. Some of the results obtained from the implementation of this model include: students can work

collaboratively, respond to questions well and have true value, provide unbiased comments, and are able to

assess the correctness of the answers.

1 INTRODUCTION

The framework for 21

-Century learning is a learning

and innovation framework to develop several

capabilities, critical thinking skills, communication

skills, collaboration skills, and creative thinking

skills, at 4CS. This framework is supported by several

opinions of researchers, including; States that A

student acquisition of high order thinking (critical

thinking, communication, and creative thinking) is

now a national goal (Thinking, 2015). That every

learning manager must equip students with the ability

to think critically, creatively, communicatively, and

collaboratively as future competencies.

In learning practice, 4CS lacks the full support of

educators. State that not a few teachers only present

subject matter, and provide examples (Wong & Lai,

2013). State that most students do not take the

meaning of the process of solving the problems that

have been passed so that their knowledge is not fully

mastered (Prayitno, 2010). As a result, the process of

building knowledge is less successful, and there is a

tendency to always be guided, given instructions, in

solving problems.

Critical thinking is an activity to assess the truth

of an argument. According to arguments are

statements that are supported by evidence and data,

arranged logically, and the truth can be trusted

(Sternod & French, 2016). Arguments with

consideration, fulfill, and accompanied by logical

reasons. State that the method of obtaining arguments

or reasons must be clear, so that they are easily

understood and believed to be true (Bartolomeo-

Maida, 2016; Dewitt, Alias & Palraj, 2017).

Communicative ability is one of the goals to be

achieved in mathematics learning, through giving the

widest possible opportunity to students to develop

and integrate oral and written skills, for example,

modeling, speaking, writing, talking, drawing, and

presenting what has been learned. That

communicative importance in mathematics learning

is the overarching of connected mathematics is all

students should be able to reason and communicate

proficiently in mathematics (Lavie & Dalton, 2014;

Garrett, 2008).

The collaborative is a philosophy of interaction

and personal lifestyle, everyone is responsible for

their actions, and respects the abilities and ideas of

their peers. That collaborative learning is an effort

made to combine students' intellectuals with students,

or students with teachers (El-hussein & Cronje, 2010;

Li & Lam, 2013). State that creativity is the ability of

a person to produce any composition, product, or idea

that is basically new, and previously unknown to the

maker (Willemse, et.al, 2015). Some conditions and

situations of mathematics learning that support 4CS

include; teach students to make and compile

arguments, problem-solving, individual work, and

Buhaerah, ., Siri, M. and Aras, A.

Implementation of ABC Model Integrated 4CS on Learning Math.

DOI: 10.5220/0008522403910396

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 391-396

ISBN: 978-989-758-407-7

391

collaborative work (Konar, Halder & Chakraborty,

2015). Other activities that support 4CS are:

justifying information, identifying concepts, and

presenting evidence (Keys, et.al., 2015). A

combination of attitudes, knowledge and skills as an

effort to identify problems, and seek evidence

(Bajracharya, 2010).

Based on the results of the study of mathematics

learning, it appears the role of students in learning

mathematics to make and compose unclear arguments

at each stage of learning. So, it requires a model or

pattern of learning mathematics that can anticipate

various weaknesses of students, then build

knowledge, and make consolidation through the

activities of how to make and compile arguments.

Thus, it is interesting to study more theoretically or

empirically in the implementation of the ABC model

that is integrated with 4CS in mathematics learning.

2 METHOD

The research method is carried out in several stages,

namely: problem identification and needs analysis,

design and implementation, and evaluation (Nieveen

& Folmer, 2013). Problem identification and needs

analysis, activities, including; studies of

mathematical learning models, learning theories,

critical thinking theories, Communicative theories,

collaborative theories, and creative thinking theories.

The design, implementation, and activities include;

design an ABC model that integrates 4CS in

mathematics learning and implements based on the

design results. In the evaluation phase, activities at

this stage are limited trials to obtain models that meet

effective criteria. Especially at the design and

implementation stage, researchers will conduct a

review of the implementation of syntax, namely:

anticipation (A), building knowledge (B), and

consolidation (C).

3 RESERACH RESULT

3.1 Rationalization of the ABC Model

A model of teaching is a plan or pattern that we can

use to design face-to-face teaching in class rooms or

tutorial setting and to shape instructional materials-

including books, films, tapes, computer-mediated

programs, and curricula (long term courses of study)

(Joyce, Weil & Calhoun, 2011). Each model guides

us as we design instructional to help students achieve

various objective”.

Learning models for learning mathematics are

defined as strategies in the perspective of

mathematics learning that are designed to achieve the

objectives of mathematics learning (Dewitt, Alias &

Palraj, 2017). Learning model refers to the learning

approach that will be applied to the learning

environment of mathematics (Arends, 2008).

Furthermore Arends stated that there are 4

characteristics of learning models, namely (1)

theoretical rationales that are derived from the design,

(2) have a rationale for the mathematics learning tasks

to be achieved and how students learn to achieve these

goals, (3) activities teaching teachers that are needed

so that the mathematics learning model can be

implemented effectively, and (4) the learning

environment needed to achieve goals.

The term ABC is an acronym for the word

anticipation, building knowledge and consolidation.

The practice of ABC models in learning, including;

assign students to investigate, actively solve

problems, work cooperatively, and support students

to express ideas orally. The role of students to create

and compile arguments is very potential in

developing students' ability to think critically, think

creatively, collaboratively, and communicate.

Therefore, it is very rational to complement the ABC

model that is integrated with 4CS in learning. 4CS is

an acronym for critical thinking skills, creative

thinking skills, collaboration skills, and

communication skills. However, there needs to be an

in-depth study both theoretically and practically in

mathematics learning.

3.2 4CS (Critical thinking skills,

Communication Skills, Collaboration

Skills, and Creativity Thinking Skills)

Some skills that must be possessed to face challenges

in the 21

-Century, including 1) critical thinking and

problem solving, 2) communicating and

collaboration, 3) creativity and innovation, 4)

information literacy, 5) media literacy, 6) ICT

literacy, 7) flexibility and adaptability, 8) initiative

and accountability, 9) leadership and responsibility

(Benner, Hughes & Sutphen, 2008). In line with

Williams & Dickinson (2010) the Partnership for 21

Century Skills identifies 21

-Century skills including

critical thinking, problem-solving, communicative

and collaboration. Likewise, the National Education

Association that achieves success and can compete in

the global community, students must be experts and

have the skills as communicators, creators, critical

thinkers, and collaborators.

Critical thinking is a mental activity that tests,

questions, connects, and evaluates all aspects related

ICMIs 2018 - International Conference on Mathematics and Islam

392

to a situation or problem (Setyadi, 2017). Critical

thinking is an intellectual process that is active and

skilled at conceptualizing, applying, analyzing,

synthesizing, or evaluating information from

observations (Association for Mathematics Education

of South Africa, 2017). For example, when someone

is reading a text or listening to information, he will try

to find out and try to find or detect any special or

important things.

Lavie & Dalton (2014) stated that the overarching

of connected mathematics is that all students should

be able to reason and communicate proficiently in

mathematics. Communicative verbally (mathematical

conversation) is a tool for measuring growth in

understanding, allowing participants to learn about

mathematical constructions from others, and giving

participants opportunities to reflect on their own

mathematical understanding. Communicative is the

ability of a person to speak, explain, describe, hear,

ask and work together (Carson, 2007). A person's

ability to explain an algorithm, construct and explain

the presence of real-world phenomena in graphs,

words/sentences, equations, tables and physical

presentation.

The collaborative is a philosophy of interaction

and personal lifestyle that everyone is responsible for

their actions, including activities in learning, and

mutual respect among their peers. Collaborative

learning is a term that encompasses several

educational approaches that involve efforts to

combine intellectual students with students or

students with teachers. While other opinions state that

collaborative learning uses social interaction to build

knowledge.

Cooperative learning which is a group structure

that is handled carefully is the end of the continuum

of collaborative learning (Li & Lam, 2013). So, it can

be concluded that collaborative learning is a term that

encompasses several learning approaches that

involve social interaction as a means of building

knowledge. States that collaborative is a group that

almost all members have a responsibility, whereas in

cooperative the emphasis is on the structure of

interactions designed to facilitate the completion of

tasks/products/goals, while the teacher only

maintains or exercises full control. Collaborative

involves reciprocal agreements between participants

in coordinating efforts to solve problems, while

cooperatives are resolved through the division of

labor between group members.

3.3 ABC model that integrates 4CS in

mathematics learning

Based on the results of the study of several

learning theories, learning model theory,

mathematics learning theory and 4CS innovation, the

integrated 4CS ABC model syntax consists of 3

phases, namely: phase 1 anticipation, phase 2

building knowledge, and phase 3 consolidation

(consolidation). More details can be seen in the

following table.

Table 1: ABC Model syntax integrated 4CS

Phases

4CS

Indicators

Anticipation

Critical thinking

questioning,

connecting,

conceptualizing,

applying

Communication

talking,

explaining,

describing,

hearing, asking,

working together

Collaborative

Responsible,

respectful,

involved in

discussion

activities

Creative

Thinking

smoothness,

flexibility,

originality,

decomposition,

assessment,

redefining, and

sensitivity.

Building

Knowledge

Critical thinking

questioning,

connecting,

conceptualizing,

applying

Communication

talking,

explaining,

describing,

hearing, asking,

working together.

Collaborative

responsible,

respectful,

involved in

discussion

activities

Creative

Thinking

smoothness,

flexibility,

originality,

decomposition,

assessment,

Implementation of ABC Model Integrated 4CS on Learning Math

393

redefining, and

sensitivity.

Consolidation

Critical thinking

connect, evaluate,

conceptualize,

synthesize

Communication

explain, describe,

hear, ask.

Collaborative

Responsible,

respectful

Creative

Thinking

smoothness,

flexibility,

originality,

decomposition,

assessment,

redefining, and

sensitivity.

Social System

The social system of the ABC 4CS integrated

model is to adopt a balanced relationship pattern

between the teacher and students, or students with

students. The relationship is reflected in each phase

of the model. In the anticipation phase, students

construct concepts, facts, operations, and principles

that are packaged in an activity described as an effort

to find out and understand the mathematical material.

The phase of building knowledge, the form of

activity at this stage students collaborate in

completing the tasks given by identifying problems

(known, asked, lack of elements), making

mathematical models, and solving them.

Consolidation phase. In this phase students

explore a problem presentation by examining/

correcting the inappropriate completion steps,

completing supporting data which is considered

lacking, and explaining how to obtain it from each

problem-solving procedure.

Reaction Principle

The principle of reaction is an activity pattern that

describes the teacher's response to students, both

individually and in groups and as a whole. The

principle of reaction relates to the technique applied

by the teacher in reacting to students' behaviors in

learning activities, such as asking, answering,

responding, criticizing, disturbing friends, being less

serious, and so on.

The way the teacher looks at student behavior.

The teacher gives a rather strict direction so that

student behavior can be shaped by the teacher's

actions. However, on the other hand, the teacher can

also let student activities develop for specific

purposes. The teacher simply comments on this

condition, provided that the comment has a positive

impact on the objectives to be achieved. The

following are some of the teacher behaviors contained

in this model as follows.

1. Provide opportunities for students to explore

and transform knowledge between students

and students, provide opportunities for

students to make predictions and hypotheses,

try other solutions and discuss them.

2. Provide opportunities for other students to

present and reflect findings in front of the

class. This allows for differences between

solutions obtained from each group.

3. Directing students to answer the problems

contained in the assignment sheet, convey the

steps of completion, provide an explanation of

each algorithm, monitor, and re-examine the

completion.

4. Appreciate all student activities that support the

learning process (positive reinforcement) and

direct student activities that hinder the

learning process (negative reinforcement).

Support System

A support system is a tool that supports the

learning process. Supporting tools in the model

include learning plans, learning materials, and student

worksheets. The learning plan consists of four

components, namely; question or assignment of the

teacher, this component contains the command or

instructor of the teacher to the student, the expected

student response or answer, this component contains

the answer or response to the teacher's command, the

teacher's reaction to the student's answer, this

component contains the teacher's reaction to the

student's answer to the question asked and teacher's

reflections / notes.

The teaching material contains a description of the

mathematical material that is prepared with

consideration of the aspects of critical thinking.

Teaching materials are designed to invite students to

know and understand concepts in mathematics,

present their findings, use algorithms, and harmonize

technical skills. Furthermore, mathematical

processes, interpreting, developing their own models

and strategies, expressing arguments or reasoning

logically, finding general patterns, conjectures and

formalizing formally. While worksheets specifically

designed require students to learn mathematics that is

relevant to the problem or task is given. In the sheet

section, a working column is prepared, as a form or

column of answers for students to write down the

results of their work.

4 DISCUSSION

The discussion of the implementation of the ABC

model that is integrated with 4CS in learning

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mathematics is focused on syntax, namely:

Anticipation, building knowledge, consolidation.

In the previous study, it was explained that the

4CS indicator in the anticipation phase can be

achieved through the activity of selecting or defining

the main concept, then giving an explanation with its

own complete words, and true value. Then interpret

and make assumptions, then explain to his friends.

Several supporting factors for the implementation

of learning activities at this stage, among others;

giving freedom to students to explore and build

knowledge, a description of the activities contained in

teaching materials, directing students to find out

information in their own ways, encouraging students

to discuss and ask questions, giving opportunity for

students to present their findings in front of a group

of friends. These results enrich previous findings; like

Thinking (2015) and Bajracharya (2010).

Some student activities in the building knowledge

phase are identifying problems (known, asked, the

sufficiency of elements) and making mathematical

models correctly, then solving them correctly. In this

phase students are assigned to think about making

solutions or answers, and making ideas, expressing

opinions or ideas (Thinking, 2015).

Some activities were carried out during the

consolidation phase, including; examine, correct, and

explain each step of the problem-solving algorithm

completely and correctly, and complete supporting

data, determine general rules, and provide an

explanation of how to obtain it completely and

correctly.

5 CONCLUSIONS

In the previous study, it was explained that the 4CS

indicator in the anticipation phase can be achieved

through the activity of selecting or defining the main

concept, then giving an explanation with its own

complete words, and true value. Then interpret and

make assumptions, then explain to his friends. In the

phase of building knowledge, students identify

problems (known, asked, the sufficiency of elements)

and make mathematical models correctly, then solve

them correctly. In this phase students are assigned to

think about making solutions or answers, and making

ideas, expressing opinions or ideas. Furthermore,

activities at the consolidation phase, among others;

examine, correct, and explain each step of the

algorithm to solve the problem completely and

correctly, and (2) complete supporting data,

determine general rules and provide an explanation of

how to obtain it completely and correctly.

Other benefits of implementing this model include

increasing mastery of mathematical material, students

more quickly and easily understanding the material,

finding linkages between concepts, and being able to

apply concepts that have been understood in other

fields.

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