Idea Engineering

SPARK LEARNING IN MATHEMATICAL LOGIC

Lecturer :

Andrea Arifsyah Nasution, S.Pd., M.Sc.

198606042015041002

By:

David L H Simarmata (4171111012)

Kevin Fransdyto Siagian (4173111037)

MATHEMATICS EDUCATION STUDY PROGRAM 2017

FACULTY OF MATHEMATICS AND SCIENCES

UNIVERSITAS NEGERI MEDAN

2019
 CHAPTER I

INTRODUCTION

1.1. Background

Logic, reasoning, and argumentation very often used in the daily life. Logic is the
study of correct and incorrect reasoning. Therefore, logic is very useful for students, not only
to increase the reasoning ability that occur when drawing the conclusions from the statement,
but also to be applied in the daily life. The purpose of learning mathematical logic is student
to use the basic rules of mathematical logic to draw the conclusion.

Learning method that usually use to the mathematical logic lesson is boring. So the
students cannot understand to this important lesson. Spark learning method could be the
answer of this problem. By using the student’s curiosity, the learning process should be active
because of the students question or experiment by their curiosity.

1.2. Problem

a) Can the spark learning be used in mathematical logic lesson?

1.3. Purpose

a) To improve the mathematical logic lesson through spark learning method.

 CHAPTER II

THEORITICAL REVIEW

2.1. SPARK LEARNING

Spark learning is a learning method based on the curiosity of students. The teacher
encourages the student’s curiosity by make them confuse and perplex, so the students want to
ask the question and experiment. There are three rules to encourage this learning.

 1. Curiosity comes first

Ramsey suggests that curiosity is the root of all genuine learning. That you should engage
your students to wonder about the world, to marvel at mathematics and ponder patterns, to
write freely and relive history; make the connection between learning and life and explore the
world.

Curiosity is an achievable goal for our students if we make it tangible. If we make it

something they can focus on. So let’s be clear. Curiosity is represented by the learning skills
and the spirit of inquiry we want all our students to acquire. Curiosity is explicit in the
classroom strategies we use to develop, refine, and inspire our students’ learning skills. This
manual identifies strategies for school leaders and teachers that nurture within our students an
abiding curiosity about their world. Curiosity drives the impulse to learn. It thrives in the
presence of high expectations and authentic relationships.

2. Embrace the mess

Teaching is a mess. We should not expect it to be anything else, but embrace it and allow
your students to play in it. Or learn to clean it up. School should be as much about learning
life skills as your 8 times tables. Allow students to make messes; literally and metaphorically.

The mess make students more curious to know more and more. Make them want to know the
learning materials. The teacher must control the learning path, makes the lesson not deviate
from the learning objectives.

3. Practise reflection

As an educator with curriculum guidelines, reports to write and the same content to teach
year in and out, it can be easy to slip into autopilot. Make the effort to reflect on when
students were most curious, what messes they were able to make and whether they learnt to
clean them up. Adjust accordingly.  Start each day fresh.

It is not just teaching we are doing, but guiding students into their adult lives. Encourage
them to retain as much curiosity and joy about the world as possible. Here at project rockit
we have a ‘show don’t tell’ policy. When we run our anti-bullying workshops, we don’t sit a
bunch of students down and lecture them- we get them up and moving, we teach them
through facilitating a conversation that desperately needs to be had. We let them ask and
answer their own questions, exploring the concepts of labels and judgement. We try
to embody Ramseys hot tips. We let curiosity thrive and embrace the mess that is one
hundred students in the same room, talking about what they’re passionate about. There is no
way to control this stuff. If you’re truly encouraging curiosity and exploration, there will be
messes. But with mess comes reflection and this is what it’s all about. We want students to
reflect on respectful relationships, on what it means to be a leader, on why it’s important to
stand up to bullying, and how to stand up to bullying. This reflection is what genuinely
changes the behaviour and attitudes of the students we engage with. So let’s encourage
students to ask ‘why’, let’s cultivate their curiosity, embrace the mess and make real change.

2.2. LOGICAL REASONING

Logical reasoning is the process of using a rational, systematic series of steps based on sound
mathematical procedures and given statements to arrive at a conclusion. Geometric proofs
use logical reasoning and the definitions and properties of geometric figures and terms to
state definitively that something is always true. In logical reasoning, an if-then statement
(also known as a conditional statement) is a statement formed when one thing implies another
and can be written p →q  and read as "If P then Q." A contrapositive is the conditional
statement created when negating both sides of the implication and can be written  q → p
and read as "If not Q, then not P." Anything that is not proven is known as a conjecture.
 CHAPTER III

IDEA ENGINEERING

3.1. Spark Learning in Mathematical Logic

Spark learning is a learning method that using the curious of the students in learning process.
Teacher make use of the curious of students to develop their knowledge in the mathematical
logic lesson. In students curious, students will ask questions about the learning material and
teacher will answer and explain about it step by step while defending the curious of students.

3.2. The Subject of Spark Learning

Spark learning is intended for students in their learning especially on their logical
understanding. The spark learning is applied by teacher from the beginning of the lesson till
the end of lesson.

3.3. Application Method of Spark Learning

In the beginning of the lesson, teacher will ask the students about the topic that will
discussed. And then, students will answer it and teacher will explain the topic about logical
reasoning shortly, makes them little confuse about the topic. So, students will ask for it again
and again until they had satisfied about the understanding of the logical reasoning. In the
learning, teacher must control the learning path, so the students still asking for the
explanation until the lesson finished.

3.4. The Advantages of Spark Learning

a) The learning activity is more interesting

b) Makes the students more active
c) Makes more questions between the students and teacher
d) Makes the students more confident
 CHAPTER IV

CONCLUSION

Spark learning is a learning method based on the curiosity of students. The teacher
encourages the student’s curiosity by make them confuse and perplex, so the students want to
ask the question and experiment. The spark learning can be used in improving mathematical
logic lesson, because the learning process become interesting through the student’s curiosity
and make student actively ask the question and do the experiment. Besides improving the
student’s mathematical logic ability, it also improving the confidence of students by letting
the students exploring the topics by themselves.