67 research outputs found
Examining Indonesian secondary school mathematics teachers' instructional practice in the integration of technology
No full textThe Indonesian secondary school mathematics curriculum advocates the use of technology in teaching and learning of mathematics. The previous studies paid less attention to what type of digital tools that the teachers used and how they integrated them in the mathematics teaching. This study aimed at investigating Indonesian secondary school mathematics teachers' instructional practices in the integration of digital technology in classrooms and examined differences in teachers' instructional practice according to their background. It employed a quantitative approach whereby were collected through a questionnaire survey. The data were gathered from 341 mathematics teachers in 93 secondary schools. This study suggested that the integration of digital technology has emerged in Indonesian secondary school mathematics classrooms. However, it was also found that most of the teachers did not use the technology in constructive ways. The result also revealed that female teachers have better instructional practices in the use of digital technology than male teachers. In addition, teachers' levels of education play an important role on their instructional practices with digital technologies. This study suggests that it needs a radical improvement of the integration of technology in Indonesian secondary school mathematics classrooms in order to achieve the curriculum objective. Therefore, further research and development on this issue is needed in the country.</p
Assessing a new Indonesian secondary mathematics textbook: how does it promote authentic learning?
No full textIndonesia has implemented its new national curriculum since 2013, and accordingly the Ministry of Education and Culture has published the new textbooks for all subjects, including mathematics. This study aims to examine how the new mathematics textbooks reflect one of the features of the new curriculum, that is, authentic learning. The study focuses on to what extent authentic tasks are presented in the textbooks. For this purpose, we established a framework for analysing the mathematics tasks presented in the textbooks. The year 7 mathematics textbook was selected and the analysis was carried out through two layers. First, all the mathematics tasks were classified into two categories: authentic tasks and non-authentic tasks. Second, the authentic tasks were further categorized into two different levels of authenticity, which are real authentic and semi-authentic. Furthermore, the analysis also compares the authenticity of mathematics tasks between topics of mathematics. The results show that only about 22 percent of the tasks were authentic tasks which comprise 19 percent semi-authentic tasks and 3 percent authentic tasks. The findings of the study suggest that there is room for improvement of the textboo
Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching
No full textCountries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase.The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices.The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms
A historical overview of mathematics curriculum reform and development in modern Indonesia
Full text linkIndonesia has the fourth largest education system in the world in terms of student population; yet due to a variety of reasons, internationally there is little literature available about Indonesian education, particularly in its historical change and development. This paper focuses on Indonesian national school mathematics curriculum, and provides a historical overview and documentation of the reform and evolution of the mathematics curriculum in modern Indonesia. Both external and internal factors in relation to Indonesian education that have influenced the mathematics curriculum reform and development in this period of time are examined and their implications to general mathematics curriculum reform and development are discussed in the paper
How comparison of whole numbers is introduced in China, Indonesia and Saudi Arabia mathematics textbooks
No full textThe comparison of whole numbers is a fundamental concept as well as a skill that should be introduced to young learners in mathematics. However, studies on how this important topic is presented in mathematics textbooks is rarely reported and discussed in research literature. This study is intended to examine how equality and inequality of whole numbers are introduced in primary mathematics textbooks in China, Indonesia and Saudi Arabia. Six textbooks were selected from these three countries, and then the textbooks were analyzed with a focus on the examples of comparison of whole numbers presented in the main text of these textbooks. Findings revealed a high level of consistency in the way of introducing the comparison of whole number in the textbooks across the three countries. However, differences were also found in term of contexts employed and grade levels of the introduction. The paper provides a contemporary documentation about the approaches to the comparison of whole numbers in mathematics textbooks in different countries concerned. Possible reasons for the similarities and differences were also discussed in the paper
Raising the bar for Indonesian students and teachers
Full text linkJMU graduate student Mailizar (\u2711M) returned to tsunami-ravaged Indonesia to help rebuild the homes of his friends and famil
The Power of Relational Algebraic Thinking: a Study of Relational Thinking in Grade 8 in Banda Aceh
Full text linkAbstractAlgebra is a gateway of technology improvement. It needs students to have good relational thinking in order for algebraic understanding to grow. Relational thinking means that the students develop the concept of a number that can vary, build upon similarities and differences, and appreciate for the equals sign as signifying equivalence of expressions. Three categories of relational thinking will be discussed in this paper: emerging, consolidating and established relational thinking. Analyzing data from some junior high school students in Banda Aceh it can be said that most students are still at the stage of emerging relational thinking. They construct limited responses to given questions. Many consolidating relational thinkers students are concerned that the relationships hold only for a specific range of numbers. Established relational thinkers demonstrate good algebraic thinking processes. Three types of sentences have a potential for develop algebraic thinking with respect to equivalence, attention to operations, different numbers, compensation, and generalisation. Having presented students responses to these three types of questions, we ask: how can teachers help students to move beyond the partial descriptions that characterize emerging relational thinkers. Key words: Relational thinking, emergent, consolidating, and establishe
Kekerabatan familia fortulacaceae melalui pengamatan ciri morfologi dan uji fitokimia
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Pengetahuan wanita usia produktif tentang premenstrual sindrom (PMS) di Kecamatan Kuta Malaka Kabupaten Aceh Besar
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Menggagas Paradigma Baru Pendidikan Matematika Kontemporer
Full text linkMathematics education in our country is currently experiencing a paradigm shift. There was a strong anxiety and awareness, especially among policy makers, to renew mathematics education. The aim is that the learning of mathematics more meaningful for students and can provide adequate supplies of competence both to further study or for entering the workforce. This paper describes the new paradigm. The outline will be elaborated on some new approaches in learning mathematics, such as kontruktivis, contextual (contextual teaching and learning or CTL), and in particular will be described on realistic mathematics education approach (MEA). Keys Word: New Paradigm of Education, Teaching Mathematics, Educational Practice, Learning Proces
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