Pre-service Teachers’ Perceptions on Active Learning in Basic Mathematics Measurement in School Course

Abstract

This study aimed to explore pre-service teachers perceptions of the use of active learning in basic mathematics measurement in school course. The qualitative methods employed were data collection use observation in classroom reflection form and interview target group. The data were analyzed by content analysis from three parts of data about pre-service teachers perceptions of the use of active learning in basic mathematics measurement in school course. The results show that pre-service teachers perceptions about active learning are working group, learning by a hands-on activity, solving the problem by themselves, share ideas with friends, and playing games and competition.