scholarly journals Analisis Kemampuan Model Pembelajaran Guru dalam Mengembangkan Keterampilan Berpikir Siswa pada Pembelajaran Matematika

2020 ◽  
Vol 1 (2) ◽  
pp. 29-37
Author(s):  
Zainatul Maulidiyah
Keyword(s):  
Teacher Learning ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Student Thinking ◽  
Learning Models ◽  
Teachers And Students ◽  
Academic Year ◽  
And Task

AbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan model pembelajaran guru dalam mengembangkan keterampilan berpikir siswa kelas XI pada pembelajaran matematika di MA Miftahul Ulum Mranggen Demak Tahun Pelajaran 2019/2020. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode kualitatif. Subjek penelitian ini adalah guru matematika dan peserta didik di MA Miftahul Ulum Mranggen Demak dengan jumlah 7 orang. Teknik pengumpulan data menggunakan wawancara, dan dokumentasi. Hasil penelitian adalah sebagai berikut: 1) Guru matematika di MA Miftahul Ulum Mranggen Demak merupakan tipe guru yang efektif. Hal itu terlihat dari semangatnya dalam bekerja, keramahannya kepada siswa sehingga mampu menjadi komunikator yang baik antara guru dengan siswa, melakukan persiapan pembelajaran dengan baik, dan memiliki cara tersendiri dalam mengembangkan keterampilan berpikir siswa. 2) Upaya yang dilakukan guru matematika di MA Miftahul Ulum Mranggen Demak agar siswa dapat berpartisipasi aktif dalam pembelajaran untuk mengembangkan keterampilan berpikir siswa diantaranya guru memberikan motivasi, dan memberikan penghargaan kepada siswa. 3) Peran dan tugas guru matematika dalam mengembangkan keterampilan berpikir siswa disini sudah terlaksana dengan efektif, yaitu dengan adanya guru sudah mendidik, mengajar, dan melatih siswa dengan baik, guru mampu menarik simpati siswa sehingga siswa mampu menerima materi yang disampaikan tanpa terpaksa dan mudah dipahami dan siswa mampu mengembangkan keterampilan berpikir.Kata Kunci: Kemampuan Guru; Keterampilan Berpikir; Pembelajaran MatematikaAbstractThis study aims to describe the ability of teacher learning models in developing class XI learning in mathematics learning in MA Miftahul Ulum Mranggen Demak 2019/2020 Academic Year. This research uses desriptive qualitative methods. The subjects of this study were mathematics teachers and students in MA Miftahul Ulum Mranggen Demak with total of 7 people. Data collection techniques using interviews, and settings. The results of the study are as follows: 1) The mathematics teacher at MA Miftahul Ulum Mranggen Demak is an effective type of teacher. This can be seen from his enthusiasm in working, improving it for students so that they are able to communicate well with the teacher, prepare well for learning, and have a special way of developing student thinking learning. 2) the efforts made by the mathematics teacher at MA Miftahul Ulum Mranggen Demak so that students can communicate in learning to develop student skills that provide motivation, and give appreciation to students. 3) the role and task of mathematics teachers in developing students “thinking skills here has been carried out effectively, namely by having teachers who have educated, taughte and trained students well, teachers are able to attract students” sympathy so that students can receive the material delivered easily and fun and students are able to develop thinking skills.Keywords: Theacher’s Ability, Thinking Skills; Mathematics Learning

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

scholarly journals MEMBERDAYAKAN KEMAMPUAN BERPIKIR MAHASISWA MELALUI MODEL PEMBELAJARAN READING QUESTIONING AND ANSWERING (RQA)

2018 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Mulyadi Mulyadi ◽  
Adlim Adlim ◽  
Djufri Djufri
Keyword(s):  
Teacher Training ◽  
Experimental Research ◽  
Cognitive Process ◽  
Thinking Skills ◽  
Student Thinking ◽  
Thinking Skill ◽  
Training And Education ◽  
Higher Level Thinking ◽  
Thinking Ability ◽  
Academic Year

This study aimed at figuring out the increase of student thinking skills through the preparation of questions. The population of the research was all of four-semester students of Biology Department of Teacher Training and Education (Tarbiyah) Faculty of IAIN Ar-Raniry in academic year 2012/2013. The sample then selected 29 students. The method used was experimental research. The researcher taught by using Questioning Reading and Answering learning model. Students are asked to read the course topic and then prepare substantial questions from the reading. The assigned materials were Bryophyta and Pteridophyta. The test of thinking skill followed the rubric of knowledge dimensions and cognitive process dimensions of Anderson and Karthwohl. The results showed an increase in thinking ability of students toward the higher level thinking ability. Thus the application of the Reading Questioning and Answering model can improve thinking ability of students in Botany Cryptogamae course.

scholarly journals KEMAMPUAN CRITICAL THINKING DAN HASIL BELAJAR KELAS IV SD TINGKIR TENGAH 02

2019 ◽  
Vol 3 (2) ◽  
pp. 176
Author(s):  
Susilo Rudi ◽  
Henny Dewi Koeswanti ◽  
Sri Giarti
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Action Observation ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fourth Grade Students ◽  
And Mathematics ◽  
Academic Year

This study aims to improve critical thinking skills and mathematics learning outcomes of fourth-grade students of SD Tingkir Tengah 02 Salatiga in the second semester of the 2018/2019 academic year. Critical thinking and learning outcomes are low because the teacher uses the lecture method. The author chooses the Open-Ended model assisted by powerpoint media as a solution. Research procedures include planning, action, observation, and reflection. The results showed an increase from the initial condition with 9 students or 25.71% completed and 29 students or 74.29% not complete. The implementation of the first cycle results obtained 29 students or 82.86% completed and 6 students or 17.14% did not complete. Cycle II as a follow-up and improvement of the first cycle with the acquisition of achieving attainment of 35 students or 100%. The results obtained by the conclusion of the application of Open-Ended learning assisted by powerpoint media can improve critical thinking skills and mathematics learning outcomes of fourth-grade students of SD Tingkir Tengah 02 Salatiga second semester of the 2018/2019 academic year.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals PENINGKATAN KEMAMPUAN GURU MATEMATIKA DALAM PROSES PEMBELAJARAN MELALUI SUPERVISI KELAS DI MADRASAH BINAAN

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Maisyarah Maisyarah
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Descriptive Statistics ◽  
Mathematical Ability ◽  
Analysis Techniques ◽  
Mathematical Abilities ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Academic Year

Kemampuan matematis yang baik oleh guru matematika tentu akan berimplikasi terhadap kemampuan matematis peserta didiknya. Kemampuan matematis merupakan kemampuan dalam pemahaman, penalaran, koneksi, pemecahan masalah dan komunikasi dalam matematika. Hasil supervisi kelas terhadap guru matematika dalam proses pembelajaran utamanya di kegiatan inti diperoleh 85,71% dengan kualifikasi cukup. Hal demikian tentu masih jauh dari yang diharapkan oleh pengawas pembinanya. Salah satu alternatif usaha yang dilakukan dengan bimbingan berkelanjutan yang implementasi perkembangannya dicermati melalui supervisi kelas oleh pengawas madrasah. Penelitian ini bertujuan untuk meningkatkan kemampuan guru matematika dalam proses pembelajaran dan kemampuan matematis guru matematika tersebut. Penelitian ini dirancang menggunakan PTS/PTKp dengan 2 siklus. Dilaksanakan pada Semester Genap Tahun Pelajaran 2018/2019. Subjek penelitian adalah guru matematika. Objek penelitian, yaitu proses pembelajaran dan kemampuan matematis guru matematika. Teknik pengumpulan data melalui wawancara, diskusi, observasi (supervisi kelas), dan tes. Teknik analisis data menggunakan statistika deskriptif dan deskriptif kuantitatif. Hasil penelitian: (1) proses pembelajaran pada Siklus I, nilai 70 dengan kualifikasi cukup, dilanjutkan ke Siklus II, nilai 85 dengan kualifikasi baik; (2) kemampuan matematis guru matematika pada Siklus I nilai 68 dengan kualifikasi cukup menjadi 89 pada Siklus II dengan kualifikasi baik sekali. Peningkatan kemampuan guru matematika dalam proses pembelajaran sejalan dengan peningkatan kemampuan matematisnya. Kata Kunci: Kemampuan Matematis, Proses Pembelajaran, Supervisi Kelas Abstract: A good mathematical ability by mathematics teachers will certainly have implications for the mathematical abilities of their students. Mathematical ability is the ability in understanding, reasoning, connecting, solving problem and communicating in mathematics. The results of classroom supervision of mathematics teachers in the main learning process in core activities were obtained 85.71% with sufficient qualifications. This is certainly still far from what is expected by the supervisor. One alternative effort that can be carried out is ongoing guidance in which the development observed through classroom supervision by the madrasah supervisor. This study aims to improve the ability of mathematics teachers in the learning process and mathematical abilities of the mathematics teacher. This research was designed using PTS / PTKp with 2 cycles. Held in the even semester Academic Year 2018/2019. The subject of the research is the mathematics teacher. The objects of research are the learning process and mathematical ability of mathematics teachers. Data collection techniques through interviews, discussions, observations (class supervision), and tests. Data analysis techniques used are descriptive statistics and quantitative descriptive. The results of the study: (1) learning process in Cycle I, 70 with sufficient qualifications, continued to Cycle II, 85 with good qualifications; (2) mathematical ability of mathematics teachers in Cycle I is 68 with sufficient qualifications to be 89 in Cycle II with very good qualifications. Increasing the ability of mathematics teachers in the learning process is in line with the improvement of their mathematical abilities. Keywords: Mathematical Ability, Learning Process, Class Supervision

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

scholarly journals Penerapan Model Pembelajaran Kooperatif Teknik Kancing Gemerincing untuk Meningkatkan Aktivitas Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 127
Author(s):  
Muhaiminul Azizah ◽  
Syifaul Gummah ◽  
Baiq Azmi Sukroyanti
Keyword(s):  
Cooperative Learning ◽  
Teacher Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Models ◽  
Activity Data ◽  
Student Activities ◽  
Student Activity ◽  
Class Viii ◽  
Academic Year

[Title: The Implementation of the Cooperative Learning Model with Jingle Button Techniques to Increase Student Activities]. This study aims to improve the learning activities of students of class VIII Madrasah Tsanawiyah (MTs) NW SIKUR by applying cooperative learning models of clanging button techniques. This type of research is a classroom action research conducted in 2 cycles. The subjects in this study were students of class VIII MTs NW SIKUR, amounting to 37 people. Student and teacher learning activity data is collected through observation sheets. From the results of the study, it was found that the total score of student activity in the 2 cycles always increased. In cycle, I the score of student activity was 2.88 with the category of quite active while in cycle II the score of student activity was 3.41 with the active category. Based on the overall results of this study it can be concluded that the application of the clanking button learning cooperative model can increase the learning activities of students of class VIII Madrasah Tsanawiyah NW SIKUR in the academic year 2017/2018.

scholarly journals PENERAPAN MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SEKOLAH MENENGAH PERTAMA

Eksponen ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 72-79
Author(s):  
Venty Meilasari
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Models ◽  
High Learning ◽  
Quasi Experimental ◽  
Direct Learning ◽  
And Mathematics ◽  
Academic Year

This research aimed to find out: (1) which one providing better mathematics learning outcomes, GI model or direct learning model, (2) which one providing better mathematics learning outcomes, the high, medium or low learning independence students, (3) interaction between learning models and learning independence on mathematics learning outcomes. This research used the quasi-experimental research method with 2×3 factorial design. The population were all students of the 8 th class of SMP Negeri 6 Surakarta on academic year 2015/2016. The sample was taken using purposive sampling. The instruments used were learning independence questionnaire and mathematics learning outcomes test. The proposed hypothesis of the research were analyzed by using two-way analysis of variance. The conclusions of this research were as follow. (1) GI model provided better mathematics outcomes than direct learning model. (2) The high learning independence student had better mathematics learning outcomes than medium and low learning independence students, and the medium had as good as low learning independence students. (3) there was no interaction between learning models and learning independence on mathematics learning outcomes.

scholarly journals How do teachers facilitate mathematics learning in Indonesia during the COVID-19 pandemic? A rapid review

2021 ◽  
Author(s):  
Ibnu Rafi ◽  
Heri Retnawati ◽  
Ezi Apino ◽  
Munaya Nikma Rosyada
Keyword(s):  
Online Learning ◽  
Mathematics Teacher ◽  
Online Discussion ◽  
Mathematics Learning ◽  
Learning Technologies ◽  
Rapid Review ◽  
Learning Models ◽  
Offline Learning ◽  
Technology Strategies ◽  
As Effects

The Coronavirus disease (COVID-19) pandemic forces learning, including mathematics learning, to be carried out in online or distance mode. This situation is a challenge for teachers in facilitating mathematics learning because they are required to organize mathematics content and integrate it with certain learning technologies. In this article, we reviewed a total of 14 articles to describe how mathematics teacher in Indonesia facilitates online learning during the COVID-19 pandemic by focusing on types of technology used and reasons for choosing the technology, strategies used in integrating the technology with certain learning models or methods, ways of facilitating online discussion to construct knowledge, and assessments conducted as well as effects of the online learning facilitated by the teacher. Some implications for policy and practices are also provided in this article for improvement of online mathematics learning during the COVID-19 pandemic and may also after the pandemic is over in which it is possible to combine online and offline learning.

scholarly journals Assessing Mathematics Teachers’ Knowledge in Teaching Thinking Skills

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Zulhelmi Zulkpli ◽  
Mohini Mohamed ◽  
Abdul Halim Abdullah
Keyword(s):  
Quantitative Study ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Minimum Level ◽  
Level Of Knowledge ◽  
Teaching Thinking ◽  
Effective Teaching And Learning

Teaching of thinking skills, paramount in effective teaching and learning of Mathematics, requires sufficiently knowledgeable teachers for its delivery. As such, it is equally important to determine the minimum level of knowledge required of the teachers, so that, the intended tasks could be carried out successfully. Thus, this quantitative study was conducted with its aim to identify the level of teachers’ knowledge in teaching thinking skills. A total of 199 Mathematics teachers were selected as the respondents in this study. The  collected data was analyzed inferentially to identify the levels of teachers’ knowledge in teaching thinking skills across school categories. The results obtained showed that, Mathematics teachers in primary schools had a relatively lower level of knowledge in teaching thinking skills, compared to their peers in secondary schools. This study revealed the importance of teaching thinking skills to students. Teacher must gain the mastery of thinking skills themselves, so that they would be able to deliver the related lessons effectively. Thus, Mathematics teacher should always keep improving themselves to fully master the teaching of thinking skills to the students.

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