1,720,958 research outputs found
Memahami Profil Pendidik Guru Matematika yang menginspirasi Berdasarkan Pengalaman Belajar Calon Guru Matematika
No full textAbstrak. Inspirasi berperan penting dalam memicu atau meningkatkan minat belajar. Inspirasi tersebut juga akan membentuk identitas matematis Calon Guru Matematika (CGM) setelah bekerja sebagai guru matematika profesional di masa depan. Pendidik Guru Matematika (PGM) dapat menjadi sumber inspirasi bagi CGM, sehingga penelitian untuk memahami dan menjelaskan profil PGM yang menginspirasi adalah kebutuhan. Penelitian ini bertujuan untuk melakukan teoritisasi profil PGM yang menginspirasi berdasarkan pengalaman CGM. Penelitian kualitatif ini menggunakan pendekatan constructivist grounded theory dengan melibatkan 21 mahasiswa Pendidikan Matematika semester II-XIII. Hasil penelitian menunjukkan bahwa PGM yang menginspirasi memiliki profil: memberikan rasa nyaman, berwawasan luas, memotivasi, memberikan pembelajaran yang asyik dan menyenangkan, memberikan wawasan baru dan pemahaman, disiplin dan berwibawa. Temuan penelitian menunjukkan bahwa pemahaman adalah aspek yang paling dibutuhkan oleh CGM. Kualitas kepribadian, kemampuan pedagogis dan matematis serta hubungan baik yang dibina PGM mengoptimalkan pemahaman sehingga CGM terinspirasi.Kata Kunci: calon guru matematika, constructivist grounded theory, profil pendidik matematika, pedagogi inspirasi, guru inspiratif
Inspirasi Siswa dalam Belajar Matematika; Studi Kasus Pengalaman Mahasiswa Calon Guru Matematika
Full text linkRendahnya prestasi dan motivasi merupakan masalah yang sering dihadapi di bidang pendidikan Matematika. Penelitian ini bertujuan untuk mengeksplorasi bagaimana mahasiswa calon guru Matematika dalam mendapatkan titik pangkal atau titik balik sehingga terinspirasi untuk belajar Matematika. Temuan penelitian ini diharapkan dapat membantu penyelesaian masalah rendahya prestasi dan motivasi tersebut. Jenis penelitian ini merupakan studi kasus kualitatif. Subjek penelitian adalah mahasiswa pendidikan Matematika dengan kriteria tertentu. Hasil penelitian berdasarkan wawancara dan formulir menunjukkan bahwa inspirasi muncul ketika: siswa berkesempatan belajar dengan guru yang cakap dalam menjelaskan, penyabar, bersahabat dengan siswa, humoris, senang memberikan pujian dan hadiah ketika mendapat prestasi; timbul kesadaran dalam diri siswa bahwa siswa tersebut cakap dalam Matematika; muncul persepsi dalam diri siswa bahwa Matematika itu menantang; siswa menemukan sosok motivator dan panutan untuk belajar Matematika. Sumber-sumber inspirasi tersebut terkait erat dengan sumber-sumber efikasi diri. Kepada para pendidik diharapkan untuk mengintegrasikan sumber-sumber inspirasi tersebut dalam pembelajaran Matematika
Understanding inspiring teaching and learning in mathematics through prospective teachers’ experience
No full textUnderstanding how mathematics teacher educators (MTEs) inspire prospective mathematics teachers (PMTs) is essential for advancing mathematics pedagogy and developing future mathematics. This study explored the qualities of inspiring MTEs, the nature of their classroom environments and teaching practices, and the impact of their teaching on PMTs’ development. Through a case study approach combined with narrative inquiry, data were gathered via two rounds of semi-structured interviews with 20 undergraduate PMTs. Narrative analysis revealed that inspiring MTEs embody a blend of personal and professional qualities—knowledgeability, self-discipline, friendliness, authoritativeness, graciousness, enthusiasm, humour, and humility—which underpin a supportive and engaging learning environment. Their teaching practices featured clear, insightful explanations; a balance of challenge and support; and encouragement of self-discipline, independent learning, and creative mathematical thinking. These experiences fostered not only academic growth but also shaped PMTs’ beliefs, attitudes, and aspirations as future educators. The findings highlight the need for teacher education programmes to intentionally cultivate such qualities and practices in MTEs to prepare mathematics teachers who can inspire and empower their students
Unlocking Mathematical Creativity: How Students Solve Open-Ended Geometry Problems
Full text linkAbstract: Mathematical creativity has become increasingly significant in education, emphasizing originality, innovative solutions, and informed decision-making. However, a notable research gap exists in understanding how junior high school students creatively solve open-ended geometry problems. This study addressed this gap by exploring how students tackle such problems and constructing a mathematical creative process model. The research involved eight 7th-grade students from a public junior high school in North Kalimantan, Indonesia. A qualitative research approach, a case study strategy, was employed, utilizing observations, students’ answer sheets, and interview-based tasks to gather detailed insights into the students’ problem-solving processes. We implemented replicating the finding strategy and considered saturation to enhance the research quality. The findings revealed a six-phase model of the mathematical creativity process: reading, problem selection, and exploration; experiencing perception changes; looking for and generating ideas; undergoing incubation; implementing ideas; and verifying solutions. Self-regulation emerged as a crucial factor influencing student engagement and success in the creative process. Notably, the most creative student in this study demonstrated active actions during problem-solving through all phases, underscoring the importance of self-regulation. The study concludes that self-regulation and also incubation are pivotal in creative problem-solving. These insights provide valuable guidance for educators and researchers aiming to enhance mathematical creativity in the classroom, emphasizing the need for strategies that support self-regulation and innovative problem-solving abilities. Keywords: geometry, mathematical creative process, open-ended problems, case-study.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp66-8
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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