scholarly journals The Hypothetical Learning Trajectory on Research in Mathematics Education Using Research-Based Learning

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 42-54 ◽  
Author(s):  
Rully Charitas Indra Prahmana ◽  
Yaya S. Kusumah
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Academic Writing ◽  
Design Research ◽  
Writing Skills ◽  
Education Institution ◽  
Learning Trajectory ◽  
National Congress ◽  
Design Research Methodology ◽  
Research In Mathematics Education

This study aims to create a learning trajectory on research in mathematics education using design research methodology to enhance research and academic writing skills for pre-service mathematics teachers. The fourteen pre-service mathematics teachers during 5 months period from one higher education institution in Tangerang – Indonesia was collected. The design research method was carried out in three phases: preliminary design phase, teaching experiments phase, and retrospective analysis phase. Initial data analysis of 14 pre-service teachers’ research and academic writing skills was conducted in six stages and the learning trajectories on this topic was identified. The fourteen pre-service teachers were divided into 7 groups and research independently to produce seven scientific articles. The six articles were published in the proceedings of Konferensi Nasional Matematika (National Congress of Mathematics) XVII 2014 and one article was published in the Elemen Journal Vol. 1 No. 1.

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

scholarly journals Desain Pembelajaran Luas Lingkaran dengan Konteks Explore Dapur Berbasis Realistic Mathematics Education (RME) di Kelas VIII Sekolah Menengah Pertama (SMP)

2019 ◽  
Vol 1 (4) ◽  
pp. 37-44
Author(s):  
Asep Budiyono ◽  
Widya Kusumaningsih ◽  
Irkham Ulil Albab
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Pilot Experiment ◽  
Realistic Mathematics ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mengetahui peran Hypothetical Learning Trajectory(HLT)dalam membantu siswa dalam memahami konsep luas lingkaran serta mengetahui strategi yang digunakan oleh siswa terhadap Hypothetical Learning Trajectory(HLT) yang diberikan. Penelitian ini dilaksanakan di SMP Negeri 3 Petarukan, Kabupaten Pemalang. Subjek penelitian adalah siswa kelas VIII, dengan melalui 2 tahap yaitu pilot experiment melibatkan 6 siswa dari kelas VIII C dan dilanjutkan teaching experiment yang melibatkan 30 siswa dari kelas VIII B. Penelitian ini menggunakan metode design research yang didalamnya terdapat HLT yang memegang peranan sangat penting sebagai desain dan instrumen penelitian. Pembelajaran dalam penelitian ini menggunakan konteks peralatan dapur yaitu gelas, piring dan mangkuk sesuai dengan karakteristik dari RME. Hasil Penelitian menunjukkan bahwa Hypothetical Learning Trajectory (HLT) dapatmembantu siswa 1) membuat potongan juring lingkaran dan mengubahnya menjadi sebuah bangun datar baru yaitu trapesium, 2) menemukan sendiri konsep luas lingkaran dengan pendekatan trapesium, 3) menyelesaikan permasalahan dalam kehidupan sehari-hari yang berkaitan dengan konsep luas lingkaran. Adapun strategi yang digunakan siswa yaitu 1)mensketsakan permukaan perlatan dapur berupa lingkaran, 2) membandingan keliling dan diameter lingkaran untuk memperoleh nilai phi, 3)menyusun juring menjadi trapesium dan memformulasikan konsep luas lingkaran, 4) menerapkan konsep luas lingkaran.

scholarly journals THE CHALLENGES OF DEVELOPING EFFECTIVE WRITING SKILLS FOR ACADEMIC PURPOSES IN STUDENTS IN THE REPUBLIC OF NORTH MACEDONIA

2019 ◽  
Vol 32 (4) ◽  
pp. 455-459
Author(s):  
Ivana Trajanoska ◽  
Marija Andonova
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Academic Writing ◽  
Quantitative Research ◽  
Writing Skills ◽  
Evaluation Process ◽  
Education Institution ◽  
Point Of View ◽  
Spring Semester ◽  
The Republic

Leonard J. Rosen defines academic writing as an “informed, logical, clear, well structured, and based on evidence” (Rosen, 2009) prose style which serves to describe, understand, and further investigate the world around us. Academic writing rests upon common standards of logic and clarity which enable writers to enter into a conversation through their writing. Developing effective writing skills for academic purposes is a crucial aspect of higher education. These skills are indispensable for the students since they affect their overall academic success, but also their life outside the university. The present paper deals with the challenges of developing effective writing skills for academic purposes in the Macedonian language in students in the Republic of North Macedonia. It presents a part of the findings of a five-year research conducted at the higher education institution University American College Skopje (UACS). The aim of the research is to explore the gap between the expected already acquired writing skills at secondary school and the writing skills for academic purposes the students should develop in higher education. The present paper presents the data obtained from the self-evaluation process conducted from spring semester 2015 until spring semester 2019. The quantitative research method was used in the research and the quantitative data obtained were analyzed, textually interpreted, and visually presented. Twenty nine point three percent of the students said that they knew how to write a short essay where they would present evidence for a point of view and 32.4% said that they are not sure how to do this. Even though writing an essay (titled “project assignment”) is a required part of the mandatory State Baccalaureate (Matura) exam since 2010 and all students had completed it in order to enroll at University, 38.3% of the students involved in the research said that they do not know how to do this.

scholarly journals Desain Pembelajaran Luas Segi Banyak Menggunakan Tangram Berpetak di Kelas IV

2015 ◽  
Vol 1 (2) ◽  
pp. 150
Author(s):  
Lia Puspasari ◽  
Zulkardi Zulkardi ◽  
Somakim Somakim
Keyword(s):  
Learning Process ◽  
Design Research ◽  
Fourth Grade ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Plane Figure ◽  
Square Grid ◽  
Polygon Area ◽  
Fourth Grade Students ◽  
Design Research Methodology

AbstractThis research is used for (1) knowing the understanding of fourth grade students of elementary school in finding polygon area concept through square-grid Tangram; (2) resulting the learning trajectory for the student in learning polygon area through square-grid Tangram by having approaching PMRI to the fourth grade students. This research involved 26 students of fourth grade at Az-Zahrah Palembang. It used design research methodology of learning polygon area through square-grid Tangram included preparing for experiment steps, teaching experiment, and retrsospective analysis. It’s resulted Learning Trajectory which is connected to the three learning process activities, hence: (1) determine kinds of plane figure and plane partitioned (using any kinds of employment context); (2) determine the area ofsquare unit (using square-grid Tangram); (3) founding algorithm of polygon area. The result shown by using PMRI approach, square-grid Tangram is useful as a model to support the students in finding polygon concepts. Keywords: Polygon area, Square-grid Tangram, design research, PMRI AbstrakPenelitian ini bertujuan (1) untuk mengetahui pemahaman siswa kelas IV Sekolah Dasar dalam menemukan konsep luas segi banyak menggunakan Tangram berpetak; (2) menghasilkan lintasan belajar bagi siswa melalui Tangram berpetak dalam pembelajaran luas segi banyak menggunakan pendekatan PMRI di kelas IV. Penelitian dilaksanakan di SD Islam Az-Zahrah Palembang yang melibatkan 26 orang siswa kelas IV. Metode yang digunakan adalah design research pembelajaran luas segi banyak menggunakan Tangram berpetak melalui tahap-tahap preparing for the experiment, teaching experiment, dan retrospective analysis. Penelitian ini menghasilkan Learning Trajectory yang memuat serangkaian proses pembelajaran dalam 3 aktivitas yaitu: (1) menentukan jenis bangun datar dan mempartisi bangun (menggunakan konteks berbagai pekerjaan); (2) menentukan luas dengan persegi satuan (menggunakan Tangram berpetak); (3) menemukan algoritma luas segi banyak. Hasil dari percobaan pembelajaran menunjukkan bahwa dengan pendekatan PMRI, Tangram berpetak berperan sebagai model yang mendorong siswa menemukan konsep luas segi banyak. Kata Kunci: Luas segi banyak, Tangram berpetak, design research, PMRI

scholarly journals LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES

2020 ◽  
Vol 11 (3) ◽  
pp. 363-384
Author(s):  
Muslimin Muslimin ◽  
Ratu Ilma Indra Putri ◽  
Zulkardi Zulkardi ◽  
Nyimas Aisyah
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Design Research ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Collaboration And Communication ◽  
The Right ◽  
Islamic Values

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.

scholarly journals Design research on applied Realistic Mathematics Education (RME) approach in teaching math for vocational college

2019 ◽  
Vol 9 (3) ◽  
pp. 294-306
Author(s):  
Sri Imelda Edo ◽  
Wahyuni Fanggi Tasik
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Research Result ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Realistic Mathematics Education ◽  
Vocational College ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Research Questions

Several studies documented that mathematics, as it is taught in general secondary education, is far away from what is needed for most fields of vocational practice. Some studies found that workplace mathematics demands are very different from traditional mathematics taught in classrooms. Therefore, this study aims to design a learning trajectory for teaching mathematics in vocational college, oriented on the Realistic Mathematics Education (RME) approach to improve students’ understanding and motivation in learning mathematics. Design research was chosen as an appropriate method to answer the research questions and achieve the research goals. Design research methods consist of three phases, namely preliminary design, experiment, and retrospective analysis. The research result shows that the learning trajectory can improve students’ understanding. Students enjoy the learning process and give a very enthusiastic response.

scholarly journals A Learning Trajectory of Indonesian 12-years Old Students Understanding of Division of Fractions

2017 ◽  
Vol 7 (2) ◽  
pp. 41-52
Author(s):  
Achmad Nizar ◽  
Siti Maghfirotun Amin ◽  
Agung Lukito
Keyword(s):  
Design Research ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Experimental Phase ◽  
Division Of Fractions ◽  
Hands On ◽  
Concrete Materials ◽  
Design Research Methodology ◽  
School Yard ◽  
Support Students

The purpose of this study was to describe mathematical hands-on activities that can support students to gain better understanding of dividing fractions. This preliminary research phase was started by testing, analyzing, and refining the initial hypothetical learning trajectory (HLT), then in the pilot experimental phase the revised HLT was implemented, and ended with the teaching experimental phase by developing a learning trajectory for 12-year old students in understanding division of fractions. In developing the trajectory, a design research methodology was employed by using four contextual-based learning series (sharing biscuit, sharing remaining chocolate bar, arranging bedroom mats, and running around school yard), including providing some concrete materials or pictorial models as manipulative tools. Seven mathematics experts and twenty five 12-year old students were involved during the research. The four designed learning goals were determining the quotient of division of integer by proper fraction, proper fraction by integer, two proper fractions, and two fractions. Students succeeded in demonstrating their understanding and stated that 16:1/2 = 32; 25/36:5 = 5/36; 24/64:1/2 = 6/8; and 15/2:3/4 = 10 respectively at the end of each designed activity. The interesting results of this study are not a proof, so that a much larger study is needed to determine if the results are due to this approach or due to the teachers’ enthusiasm or what is known as the Hawthorne Effect.

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