1,720,993 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
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)
VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES
No full textThe guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.Model pembelajaran inquiry terbimbing merupakan aktivitas siswa yang menekankan secara maksimal untuk melatih keterampilan berpikir kritis. Perangkat pembelajaran yang dikembangkan harus disesuaikan dengan sintaks/tahap pada model pembelajaran inquiry terbimbing. Beberapa perangkat pembelajaran telah dikembangkan untuk membantu guru dalam membuat bahan ajar, akan tetapi pada kenyataannya masih banyak ditemukan guru yang belum menguasai atau memahami penggunaan teknologi terutama media pembelajaran dalam bentuk aplikasi. Oleh karena itu, guru membutuhkan aplikasi belajar di sekolah seperti applet geogebra. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbantuan applet geogebra yang valid untuk materi lingkaran menggunakan model inquiry terbimbing. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang melibatkan tahap pendahuluan (preliminary research), dan tahap pembuatan (prototyping stage). Teknik pengumpulan data pada penelitian ini mengandalkan komentar dan masukkan dari validator melalui lembar validasi terkait dengan perangkat pembelajaran berupa RPP, LKPD, dan applet geogebra. Hasil analisis data menunjukkan bahwa perangkat pembelajaran dinyatakan valid dengan nilai rata-rata RPP 4,75, nilai rata-rata total validasi LKPD sebesar 4,60 dan nilai rata-rata total validasi applet geogebra sebesar 4,94. Harapan dari penelitian ini adalah adanya penelitian lanjutan terkait kepraktisan dan keefeketifan dari perangkat pembelajaran yang telah dikembangkan sehingga perangkat tersebut tidak hanya valid tetapi praktis dan juga efektif digunakan dalam proses pembelajaran.  
Kemampuan Komunikasi Matematis dan Kemandirian Belajar Siswa Melalui Flipped Classroom-Collaborative Learning
Full text linkThis study aimed to describe students' mathematical communication skills, examine their improvement and describe students' learning independence during the learning. This study applied a mixed-method approach with a concurrent embedded strategy. Samples were selected by random sampling, 32 Year 10 students from one of the senior high schools in Banda Aceh, Indonesia. The instrument used to obtain data on students' mathematical communication skills during the learning were a daily test, observations, and interviews. The instrument used to obtain data on the improvement of students 'mathematical communication skills after learning were pretest and posttest. While the instrument used to describe students' learning independence during the learning was a questionnaire. Data analysis was conducted using a rubric to assess mathematical communication skills, a Paired-sample t-test, and descriptive statistics. The results showed that students could communicate mathematically orally and in writing related to the trigonometric function graph material during the learning. Furthermore, there was an increase and a significant effect on students' mathematical communication skills scores. This study also showed that students have independent learning during the learning using Flipped Classroom-Collaborative Learning (FC-CL). Therefore, teachers are expected to expand the application FC-CL to other materials
Kemampuan Komunikasi Matematika melalui Model Pembelajaran Situation Based Learning
No full textABSTRAK Penelitian ini dilakukan berdasarkan pada kemampuan komunikasi matematika mahasiswa yang masih rendah, mahasiswa cenderung mengalami kesulitan dalam mengkomunikasikan persoalan matematika dalam bentuk essay atau soal cerita ke dalam bentuk kalimat matematika sehingga mahasiswa cenderung tidak bisa menyelesaikan soal tersebut. Solusi dalam permasalahan ini bisa dilakukan dengan menerapkan model pembelajaran yang tepat, model pembelajaran Situation Based Learning menjadi solusi yang dilakukan peneliti untuk meningkatkan kemampuan komunikasi matematika karena model ini menekankan pada proses pembelajaran yang membuat mahasiswa belajar dengan cara berpikir berdasarkan situasi atau kondisi dari soal yang diberikan. Populasi dari penelitian ini adalah seluruh mahasiswa semester 6 program studi pendidikan matematika Universitas Indraprasta PGRI Tahun Ajaran 2019/2020. Sampel penelitian ini adalah mahasiswa kelas R5C sebagai kelas eksperimen dan kelas R5D sebagai kelas kontrol yang dipilih dengan teknik simple random sampling berjumlah 50 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah instrument tes berupa soal essay berjumlah 10 soal yang telah melalui tahap validasi. Analisis data dalam penelitian ini menggunakan uji-t. Penelitian menunjukkan adanya pengaruh yang signifikan penerapan model pembelajaran Situation based learning terhadap kemampuan komunikasi matematika. ABSTRACTCommunicating mathematical problems in the form of essays or story problems into mathematical sentence form so that students tend not to be able to solve these problems. The solution to this problem can be done by applying the right learning model, the Situation-Based Learning model becomes the solution made by researchers to improve mathematical communication skills because this model emphasizes the learning process that makes students learn by thinking based on the situation or condition of the given problem. The population of this study was all 5-semester students of the Mathematics Education Indraprasta University PGRI University Academic Year 2019/2020. The sample of this study was R5C class students as an experimental class and R5D class as a control class selected by a simple random sampling technique totaling 50 students. The instrument used in this study was a test instrument in the form of essay questions totaling 10 questions that had passed the validation stage. Analysis of the data in this study used the t-test. Research shows that there is a significant influence on the application of the Situation based learning model to mathematical communication skills
Measuring Learning Loss Due to Disruptions from COVID-19: Perspectives from the Concept of Fractions
Full text linkIneffective learning during Covid-19 can be a major cause of learning loss. Through polytomous item response theory analysis, this study seeks to identify learning loss of fractions and investigate the reliability and validity of the DINA model diagnostic test. This study involved 177 Grade 8 students from six junior high schools in Banda Aceh, Indonesia, to obtain information about the validity and reliability of the diagnostic test and learning loss of fraction due to Covid-19. The research was conducted by designing diagnostic test, expert validation, and empirical testing. Multiple choice problems with polytomous options were developed. This study produced 20 valid problems based on the level of item discriminant, item difficulty, and slip and guess, with a reliability of 0.899. This study revealed that learning loss was experienced by 62 students from low-level junior high schools (100%), 51 students from middle-level junior high schools (98%), and 54 students from high-level junior high schools (85.7%). It can be said that low-level schools have the highest percentage of students with learning loss. It is recommended that future studies evaluate the effectiveness of diagnostic tests in identifying learning weaknesses in mathematics before semester exams using the items generated in this study
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