Gallery Walk Learning on Algebra II: Implementation and Result

Yanita and Admi Nazra

Department of Mathematics, Universitas Andalas, Padang, Indonesia

Keywords: Cooperative Learning, Gallery Walk Learning.

Abstract: This paper reports about classroom action research in the academic year 2017-2018, involving an

undergraduate student who took the Algebra II, one of the compulsory courses in the 6th term in Department

of Mathematics, Faculty of Mathematics and Natural Sciences in Andalas University. In this research using

one of cooperative learning method, i.e. gallery walk learning. The objective of this paper is to increase the

ability of the student to understand the course material of Algebra II. We found that this method is working

successfully.

1 INTRODUCTION

One of the learning outcomes expected from a

Mathematics graduate is that students are expected to

understand well the concepts and characteristics of

mathematics related to Linear Algebra. The students

are also expected to have a critical attitude and always

have the curiosity to question the reasons behind the

emergence of definitions and theorems/entries in

Linear Algebra in particular and in mathematics in

general. To realize these achievements, the

Mathematics Department put it into a course entitled

Algebra II.

Algebra II, 332 PAM Code (in some universities

in Indonesia named this subject as Linear Algebra) is

one of the compulsory subjects in the Department of

Mathematics, Faculty of Mathematics and Natural

Sciences. This course weighs four credits with a

duration of 2 meetings in one week, with one meeting

duration of 2 credits (2 x 50 minutes). Besides, this

course has one meeting for a two credit duration

tutorial. The tutorial is also taught by the lecturers of

Algebra II. So in one week, there were three

meetings, with two times face-to-face lectures by

giving the material agreed upon at the Semester

Learning Plan and one tutorial.

The material in this course includes vector spaces,

determinants, linear transformations, characteristic

values, and characteristic vectors, and inner product

spaces. In the Elementary Linear Algebra, the basic

thing that is needed is numerical calculations carried

out based on the properties presented. The evidence

carried out are still simple. In Algebra II, although

numerical calculations are still used, the discussion of

the study emphasizes algebraic structures. During the

tutorial meeting, it is usually done by giving and

discussing questions, as well as discussion of material

that is considered to need further explanation still.

In this course material, there are algebraic

structures. The evidence is often confusing for

students; this is obvious in the logic flow given by the

students when answering questions, both during

training and exams. Another thing that supports this

statement is that there are still many students who

take this course have an unfavorable final result, as

shown in the following picture: (Algebraic score 2

even semester 2016/2017 academic year, A =

15.56%, A- = 15.56%, B + = 8.89%, B = 17.78%, B-

= 8.89%, C + = 6.67%, C = 8.89%, D = 17.78% , E =

0%). From this data, it can be seen that the value

below B is 42.22%.

Figure 1: Distribution of Algebra II Value on Even semester

2016/2017.

A A- B+ B+ B- C+ C D E

Yanita, . and Nazra, A.

Gallery Walk Learning on Algebra II: Implementation and Result.

DOI: 10.5220/0008680400920096

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 92-96

ISBN: 978-989-758-392-6

A class action research was carried out to overcome

this problem. The development of learning is focused

on improving Algebra II learning methods. Indeed,

regarding the Teaching and Learning Process (PBM),

at a glance, this course seems to have run following

the Semester Learning Plan (RPS). For example, the

teaching materials have been developed through the

creation of lecture handouts for each meeting and the

availability of the textbooks is guaranteed as they can

be found in the library and can be accessed freely on

the internet. However, the ability of students to

understand the theories contained in textbooks cannot

be done by students without prior information from

the lecturer. Therefore, theoretical subjects such as

Algebra II are not very appropriate if only using

Student Center Learning (SCL) methods such as

Collaborative Learning, Discovery Learning & Small

Group Discussion. There must be another companion

method if this SCL method is used.

During this time, the lecturers of Algebra 2 still

employ Teacher Center Learning (TCL), the

conventional method, where a teacher is the focus of

learning. Lecturers explain almost all material, and

students understand by understanding the nature (in

the form of theorems, entries, effects or propositions)

and discuss the questions. This method is considered

still relevant to meet the knowledge needed by

students in studying Algebra 2. However, the

weakness of this method is that students become

passive, not too curious and only receive from

lecturers.

In this study, the TCL method is maintained

because this method is still necessary for students to

understand the theories in the subject matter (Ping

et.al, 2018; Jalani and Sern, 2015; Eden and

Ackermann, 2018), such as in Algebra II. To reduce

the passivity of students and also to increase students'

curiosity about the existing material, the team of the

lecturers (as the researchers) also applied Gallery

Walk learning method as an implementation of

Student Center Learning (SCL) learning method. This

method was chosen because it was considered able to

increase learners' response and curiosity towards the

material given (Rodenbaugh, 2015; Bowman, 2005;

and Francek, 2006). Besides, this method is also able

to engange students' in the class activity and increase

cooperation between students in seeking knowledge.

2 METHOD

This research is conducted directly in a class for one

semester, i.e., Semester VI of the 2017/2018

academic year. It involves students who take Algebra

II courses. This research was carried out following the

steps below::

1. This research is quantitative research, which

employed participation observation method and

used statistical description. The researchers

acted as observers and students as observed

objects. The focus of this research is to see the

influence of SCL Gallery Walk learning method

on students' comprehension of the teaching

material. The researchers have prepared a series

of discussions in the previous stage.

2. Research Limitation: This study is limited to the

relationship between Teacher Center Learning

(TCL) and Cooperative Learning (SCL)

learning models, namely Gallery Walk on

Algebra 2 subjects. The rubric used in this study

is a descriptive rubric and perception scale.

3. Data and Data Collection Methods: The data

used in this study are primary data. Students as

objects are observed, given several tasks done

during tutorial hours and lectures. Data is

obtained by observing the results gained every

time a task is given. The same assignment is

assigned individually to each student. The

process of collecting data is done at each lecture.

4. Data Analysis Techniques: This research is a

classroom action research, so the data analysis

technique is descriptive.

Table 1: Task Assessment Rubric.

Ability to complete assignments

Grade

Score

Performance Indicator

Very low

≤ 20

There is no clear discussion to

write down the task in

question (included in this

category that does not collect

tasks)

Low

21 – 40

Some discussions are

explained, but only a small

part and only translate what is

written in the textbook

Sufficient

41 – 60

The discussion presented was

clear enough, covering the

entire task order, but less

innovative (in the sense of

only translating textbooks)

Good

61 – 80

The discussion is quite clear,

covers the whole, but not too

broad (in a sense, there are

some that are more than just

translating textbooks)

Very good

≥81

The discussion is clear, covers

the whole, innovative and

broad.

Gallery Walk Learning on Algebra II: Implementation and Result

The first step is dividing the participants into groups.

As the total number of students is 44 people, each

group consists of 5 students, except one group has 4

students. This is done to see the comparison of the

values obtained with and without the gallery walk

learning method.

Each group has a leader. The selection of the

leaders is based on the nine values that are considered

high obtained by students. The aim is that each group

has at least one person who has "more

knowledge/understanding" than the other members.

The leader for the group of four members is

determined randomly.

Etymologically, Walk Gallery consists of two

words, namely gallery and walk. The word gallery is

translated from the English Dictionary, meaning the

exhibition and walk means walking or walking. In the

Big Indonesian Dictionary, the exhibition means an

activity to introduce something like a product, work

or idea to a crowd. For example, painting exhibitions,

batik exhibitions, book fairs, and others. Based on the

meanings in the two dictionaries, the Gallery Walk

learning method has the following meanings:

The Galery Walk learning model is a group

learning model or cooperative learning methods

(Bowman, 2005). Cooperative learning is learning in

which the system learns and works with small groups,

which amounts to 4-6 people collaboratively so that it

can stimulate students to be more eager and

passionate about learning. From this definition, it can

be concluded that cooperative learning is a way of

learning in the form of small groups that work

together and are directed by the teacher/lecturer to

achieve the expected learning goals (Suprijono,

2011).

A gallery walk is a way to assess and remember

what students have learned during learning

(Silberman, 2011). This method is good to be used as

it can develop cooperative learning and active

learning and give mutual appreciation and reflection

in learning. Moreover, this method is called a gallery

walk as gallery learning is a way to assess and

remember what has been learned (Bowman, 2005).

Steps for the gallery walk learning model

1) Students are divided into groups

2) Groups are given the plain paper or HVS paper

3) Determine the topic/theme of the lesson

4) The work of each group is posted on the wall /

on the board

5) Each group revolves around and observes the

work of other groups

6) One representative from the group answered

what was asked by other groups

7) Correction of work together

8) Lecturers give clarifications and conclusions

The purpose of gallery walk learning, in general, is

that each group member has the opportunity to

contribute to them and listen to the opinions, views,

and thoughts of other members (Bowman, 2005).

While specifically, this method aims as follows:

1) Attract students to the topics they will learn

2) Provide opportunities for students to show

their knowledge and beliefs about the topics

they will discuss

3) Inviting students to find deeper things than the

knowledge they have gained.

4) Allows students to develop knowledge and

skills, such as thinking, researching,

communicating and collaborating in gathering

new information

5) Providing opportunities for students to sort

out, process and present new information and

understanding obtained

6) Provide opportunities for students to

determine for themselves how to demonstrate

what they have learned

This gallery walk learning model has the following

advantages:

1) Students are used to building a culture of

cooperation to solve problems in learning.

2) Synergy occurs to reinforce understanding of

learning objectives.

3) Familiarize students with respect for the work

of friends.

4) Activating students' physical and mental

during the learning process

5) Familiarize students with giving and receiving

criticism.

3 RESULTS AND DISCUSSION

Because the observations were made after the

midterm exam, at the beginning of this section a

figure of the first quiz score, assignments and

midterm / final semester exams was given.

As the observations were done after the midterm

exam, at the beginning of this section a figure of the

first quiz score, assignments and midterm / final

semester exams was given.

Based on observations, the researcher developed

an assessment which is based on certain criteria made

by the researcher. They are assignments carried out

individually and in groups, quizzes, and final

semester exams The assessment system for

assignments is carried out based on the rubric in Table

A, while for the quizzes and final semester

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

examinations are on the value weight obtained from

the students' answers.

Figure 2: Percentage of I Quiz Score 1 and Quiz Score 2 of

Algebra II.

The individual and group assignments are collected at

a specified time; 50% reduction of value applied for

a late submission. Individual assignments and group

assignments are assessed by finding the average value

of the work done outside the lecture/discussion hours

and re-tested after the assignment sheet has been

collected. Students who were not present at the

discussion for reasons that were not clear resulted in

a reduction in group values. Students who are not

present at the quiz and final semester exams with

unclear reasons are given 0 (zero) value.

The following are the results of the assessment

based on the rubric in Table A and the calculation of

the quiz and the final semester exams.

Figure 3: Percentage of Task Score 1 and Task Score 2

(individually).

Figure 4: Percentage of Task Score 1 and Task Score 2 (in

groups).

Gallery Walk Learning on Algebra II: Implementation and Result

Figure 5: Percentage Midterm Score nd Final exam Score

of Algebra II.

4 CONCLUSIONS

The method of gallery learning is carried out with one

of the objectives to increase student understanding of

the material in the Algebra II course. Understanding

of the lecture material can be seen from the answers

to assignments, quizzes and scheduled exams

(Midterm and final exam). Figure 1. shows that the

value of the quiz that was held before the midterm

exams and before the final exam has a significant

difference. Quiz I was given before the midterm

exam, where the learning is without gallery walk

method. Quiz II is administered after the mid-term

when the learning applied gallery walk method. For a

value of 0-20 even though it has increased, this is

because many students get 0 (zero). Zero value means

the students did not take the quiz, not because of the

acquisition value. The value 81-100 score means

there is a significant increase, which is 5% to 18%.

Other values experienced an up and down. This

research was considered successful when referring to

the result shown by Figure 4. It appears that in

general, the students' grades have increased.

Although the values of 0-20 and 21-40 still exist but

they have decreased from 25% to 16%. The value of

41-60 also decreased from 36% to 30%. It means that

fewer students get 21-40 and 41-60 values. Moreover,

the values 61-80 and 81-100 have increased 9% to

34% and 5% to 18% respectively. It means that there

are more students got good grades; the increase in

compared to the midterms exam is quite significant.

In general, based on the result presented from Figure

2. to Figure 5. and the analysis for the graph, the

implementation of gallery walk learning method is

considered successful enough to improve the

students’ comprehension of material used in Algebra

II course.

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ICED-QA 2018 - International Conference On Education Development And Quality Assurance