Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia

Yurniwati Yurniwati

DOI: https://doi.org/10.23917/jramathedu.v3i2.6374

Abstract

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas.

 

Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  

Keywords

Conceptual knowledge, Procedural knowledge, Multisensory approach

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