EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are pre-service teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reason-giving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.

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Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.549 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Sofnidar ◽

Hartina ◽

Kamid ◽

Khairul Anwar

Keyword(s):

Student Behavior ◽

Mathematics Learning ◽

Real Life ◽

Data Retrieval ◽

Learning Activities ◽

Learning Activity ◽

Stimulus Selection ◽

Learning Behavior ◽

Research Subjects ◽

Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan. Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

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New Challenges to the Research Community: Reflections of the Research Advisory Committee

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.29.5.0499 ◽

1998 ◽

Vol 29 (5) ◽

pp. 499-502

Keyword(s):

Teaching Practice ◽

Mathematics Classroom ◽

Mathematics Learning ◽

Research Community ◽

National Council ◽

Mathematical Ideas ◽

Education Community ◽

Research Findings ◽

New Challenges ◽

Children’S Thinking

Drawing on several decades of research findings, the National Council of Teachers of Mathematics (NCTM) produced, between 1989 and 1995, three volumes of Standards in which members of the mathematics education community formulated new visions of mathematics learning, teaching, and assessment. These new visions comprise an ambitious agenda for the mathematics classroom—one that includes, but surpasses, mastery of facts and procedures, the mainstay of extant practice—designed to engage students in the exploration of mathematical ideas and their interrelationships. Students would now be invited to articulate their ideas, and teachers to identify and mobilize those elements in children's thinking upon which stronger conceptions can be built. Paralleling this ambitious departure in teaching practice, new means of assessment were proposed to capture progress toward these far-reaching goals.

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PEMBELAJARAN MATEMATIKA MENGGUNAKAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBENTUK KOMIK

Jurnal AlphaEuclidEdu ◽

10.26418/ja.v2i1.42876 ◽

2021 ◽

Vol 2 (1) ◽

pp. 51

Author(s):

Suhartati Suhartati ◽

Yulis Jamiah ◽

Silvia Sayu

Keyword(s):

Mathematics Teaching ◽

Learning Activities ◽

Learning Activity ◽

Science Program ◽

Case Study Design ◽

Mathematic Teaching ◽

Learning Mathematics ◽

Research Findings ◽

Analysis Point

This research aims to know the effectiveness of LKPD from comic in mathematics teaching a algebra’s subject for students of SMA Negeri 3 Pontianak. This research is classified as a pre-experimental in form of one shot case study design. The population of this research were students of eleven grade science program, and the samples is 1 class of students in eleven grade science program. The sample were selected by conducting purposive sampling. The revenue of data analysis point out that the learning activity was very active with the average student learning activities obtained by 89.35%, the study result was reached. Student gave a great feedback, the implementation of learning management by teachers in learning mathematics was classified as ‘very good’. Based on the research findings that four cathegories of effectiveness was reached, therefore the application of LKPD from comic was effective in mathematic teaching a algebra materials to the students grade XI science 2 of SMA Negeri 3 Pontianak.Keywords: Effectiveness, LKPD, Comic

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Internalisasi Nilai Budaya Madrasah sebagai Sarana Penguatan Pendidikan Karakter di MTsN 2 Banyuwangi

Al Hikmah: Journal of Education ◽

10.54168/ahje.v2i1.33 ◽

2021 ◽

Vol 2 (1) ◽

pp. 53-68

Author(s):

Irma Agustiana ◽

Gilang Hasbi Asshidiqi

Keyword(s):

Qualitative Research ◽

Character Education ◽

Case Study Research ◽

Research Approach ◽

Research Subjects ◽

Data Presentation ◽

Teachers And Students ◽

Collection Data ◽

Research Findings

Education is an instrument to shape and improve human character for the better. One form of strengthening character education is through madrasa culture. This study aims to determine the application of madrasa culture at MTsN 2 Banyuwangi as a means of strengthening student character education. It was initiated by the problem of moral degradation that is happening at this time, so that madrasa culture is seen as an effort to prevent moral degradation. This study uses a qualitative research approach with case study research methods. With research subjects the head of administration, teachers, and students of MTsN 2 Banyuwangi. Data was collected by using interview, observation, and documentation techniques. The data that has been collected is then analyzed using induction techniques, namely data collection, data reduction, data presentation, and drawing conclusions to produce in-depth and comprehensive research findings. From this research, it can be seen that madrasa culture has been implemented and has become an inseparable part of MTsN 2 Banyuwangi which contributes to strengthening character education.Pendidikan merupakan instrumen untuk membentuk dan memperbaiki karakter manusia menjadi lebih baik. Salah satu bentuk dari penguatan pendidikan karakter adalah melalui budaya madrasah. Penelitian ini bertujuan untuk mengetahui penerapan budaya madrasah di MTsN 2 Banyuwangi sebagai sarana penguatan pendidikan karakter siswa. Hal itu diawali oleh permasalahan degradasi moral yang terjadi pada saat ini, sehingga budaya madrasah dipandang sebagai sebuah upaya untuk mencegah terjadinya degradasi moral. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan metode penelitian studi kasus. Dengan subjek penelitian kepala tata usaha, guru, dan siswa MTsN 2 Banyuwangi. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi. Data yang telah terkumpul kemudian analisis dengan teknik induksi yakni pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan sehingga menghasilkan temuan penelitian mendalam dan menyeluruh. Dari penelitian ini dapat diketahui bahwa budaya madrasah telah diterapkan dan menjadi bagian yang tidak terpisahkan di MTsN 2 Banyuwangi yang turut berkontribusi dalam penguatan pendidikan karakter.

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Epistemological beliefs in relation to the Content, teaching and learning of mathematics teachers

Scientia et technica ◽

10.22517/23447214.24680 ◽

2021 ◽

Vol 26 (1) ◽

pp. 57-63

Author(s):

Vivian Libeth Uzuriaga López

Keyword(s):

Mathematics Teaching ◽

Teaching And Learning ◽

Epistemological Beliefs ◽

Teaching Practice ◽

Mathematics Learning ◽

Specific Domain ◽

Precise Position ◽

Learning And Teaching ◽

Mathematics History ◽

Technology Students

One result of the research is the paper "integral intervention of mathematics' teaching and learning processes" developed in a public university in Colombia, Latin America. The analysis of the epistemological beliefs of a group of academics from the Mathematics Department, who teach subjects to engineer and technology students is presented. We performed descriptive and quantitative cohort research. The objective was to identify the beliefs regarding mathematics' content, learning, and teaching. The 56 participants were included from a voluntary sample, in which the majority were engineers. A questionnaire adapted from Vizcaíno, with a specific domain of mathematical beliefs, approached from the multidimensional model de Schommer was used as a measuring instrument. The results showed that, in general, the teachers' system beliefs are naive or simple and in some specific topics sophisticated. It was observed a percentage of teachers who didn't assume a precise position in their beliefs when responding neutrally to the questionnaire, which could be interpreted as a lack of reflection on their teaching practice, which revealed the need to generate discussion spaces for promoting reflective practices that improve the mathematics' learning. Likewise, the need for training in mathematics' history, epistemological knowledge, and didactics was evidenced, which promotes better mathematics teaching practices.

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Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v6i1.21396 ◽

2019 ◽

Vol 6 (1) ◽

pp. 99-117

Author(s):

Purnama Mulia Farib ◽

M. Ikhsan ◽

Muhammad Subianto

Keyword(s):

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Mathematics Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Research Subjects ◽

School Students ◽

Data Presentation

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis matematis dan mengidentifikasi tingkat berpikir kritis matematis siswa yang diberikan pembelajaran discovery pada pembelajaran matematika. Penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian adalah 6 orang siswa yang diambil dari 37 siswa kelas VII-E MTsN 3 Aceh Barat yang dipilih berdasarkan kemampuan awal matematikanya. Instrumen penelitian meliputi peneliti, tes berpikir kritis, dan pedoman wawancara. Teknik pengumpulan data yang digunakan terdiri dari tes berpikir kritis dan wawancara. Teknik analisis data yang digunakan pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam aktivitas penyelesaian masalah siswa lebih banyak melakukan proses specializing dan generalizing. Siswa telah mampu mengidentifikasi masalah yang disajikan serta menyusun langkah penyelesaian yang mungkin untuk menyelesaikan masalah tersebut, namun pada proses conjecturing dan convincing, siswa masih perlu dilatih untuk menganalogikan masalah serta menyelesaikan masalah dengan cara yang beragam. Temuan penelitian ini dapat digunakan guru untuk merancang pembelajaran matematika yang melatihkan kemampuan berpikir kritis.The process of mathematical critical thinking of junior high school students through discovery learning AbstractThis study aimed to describe the process of mathematical critical thinking of students who were given discovery learning in mathematics learning. This study was classified as qualitative research. The research subjects were 6 students drawn from 37 students of class VII-E MTsN 3 Aceh Barat, Indonesia, and selected based on their initial mathematical abilities. The research instruments included researchers, critical thinking test, and interview guidelines. The data collection was carried out by giving a critical thinking test conducted after discovery learning and interviewing the research subjects after completing the test. The data in this study were analyzed by data reduction, data presentation, and conclusion drawing. The results showed that in solving problems, students were more dominant in the process of specializing and generalizing. Students have been able to identify the problem presented and arrange possible steps for solving the problem, but in the process of conjecturing and convincing, students still need to be trained in analogizing problems and solving problems in a variety of ways. The findings of this study could be used by teachers to design mathematics learning that exercises critical thinking skills.

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PENERAPAN PENDEKATAN REALISTICS MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 16 BENGKULU

Jurnal Math-UMB.EDU ◽

10.36085/math-umb.edu.v8i3.1981 ◽

2021 ◽

Vol 8 (3) ◽

pp. 10-20

Author(s):

Dessy Angreni

Keyword(s):

Mathematics Education ◽

Student Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Activity ◽

Average Score ◽

Learning Material ◽

Research Subjects

AbstrakPenelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran Matematika dengan menerapkan pendekatan Realistics Mathematics Education. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian yaitu siswa kelas VIII G SMP Negeri 16 Kota Bengkulu semester genap tahun ajaran 2019/2020. Pengumpulan data dilakukan dengan menggunakan lembar observasi aktivitas self checklist dan tes hasil belajar siswa. Peningkatan aktivitas belajar dapat dilihat dari rata-rata skor pada lembar observasi self checklist aktivitas belajar siswa siklus I sampai siklus III secara berturut-turut: 20,5 (kreteria cukup); 25 (kreteria baik); 30,5 (kreteria baik). Hasil belajar siswa dapat ditingkatkan dengan cara mengingatkan pada materi melalui masalah kontekstual, mengkaitkan manfaat belajar materi melalui masalah kontekstual, memberikan soal latihan, memberikan bimbingan kepada siswa yang mengalami kesulitan. Peningkatan hasil belajar siswa dapat dilihat dari nilai rata-rata tes hasil belajar dan latihan siswa siklus I sampai siklus III yaitu 59,24; 70,41; 80,76 dengan persentase ketuntasan belajar klasikal dari siklus I sampai siklus III yaitu 36%; 56%; 80%.Kata kunci: Aktivitas Belajar, Hasil Belajar, Pendekatan Realistics Mathematics Education (RME). AbstractThis study aims to improve the activities and student learning outcomes in Mathematics learning by applying the Realistics Mathematics Education approach. This type of research is Classroom Action Research. The research subjects were class VIII G SMP Negeri 16 Kota Bengkulu even semester academic year 2019/2020 Data collection was carried out using observation sheets for self checklist activities and student learning outcomes tests. Increased learning activities can be seen from the average score on the observation sheet of the self checklist of learning activities of students in cycle I to cycle III in a row: 20.5 (sufficient criteria); 25 (good criteria); 30.5 (good criteria). Student learning outcomes can be improved by reminding the material through contextual problems, linking the benefits of learning material through contextual problems, providing practice questions, providing guidance to students who are experiencing difficulties. Improvement of student learning outcomes can be seen from the average test scores of learning and training results of students cycle I to cycle III, namely 59.24; 70,41; 80,76 with the percentage of classical learning completeness from cycle I to cycle III which is 36%; 56%; 80%.Keywords: Learning Activity, Learning outcomes, Realistics Mathematics Education (RME).

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Penerapan Model Pembelajaran Missouri Mathematics Project Pada Materi Himpunan Peserta Didik Kelas Vii Mtsn Nan Sabaris Kabupaten Padang Pariaman

Math Educa Journal ◽

10.15548/mej.v2i2.184 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Sadra Darma ◽

Nana Sepriyanti

Keyword(s):

Mathematics Learning ◽

Research Result ◽

Learning Model ◽

Learning Activity ◽

Control Group ◽

Mathematics Students ◽

Student Activity ◽

Project Learning ◽

Normality Test ◽

Mathematics Student

The purpose of this research are: to knowing student learning activity during appliying Missouri Mathematics Project Learning Model in mathematics learning and to knowing effect of appliying Missouri Mathematics Project Learning Model to result of mathematics student at VII MTsN Nan Sabaris Padang Pariaman regency, academic year 2016/2017. This research is quasi-experiment with Randomized Control Group Only Design. The population of this research is all student at VII MTsN Nan Sabaris Padang Pariaman Regency. After analysis test of normality, test of homogeneity and test of equity. Sample is collected by using random sampling. The students of class are as experiment class and the students of class are as control class. Based on analysis of this research get student activity during appliying Missouri Mathematics Project Learning Model is improving and average of experiment class is 75,55 and average of control class is 65,22 with using t-test is obtained t hitung > t tabel (3,40>1,64) , α=0,05 . Cause t hitung>t tabel, so H accepted In conclusion, The research result of the Mathematics students at VII MTsN Nan Sabaris Padang Pariaman Regency that is tought by Missouri Mathematics Project learning model is higher than the study result of students at VII MTsN Nan Sabaris that is tought without using Missouri Mathematics Project learning model.Keywords: Student Activity, Mathematics Learning Outcomes, Missouri Mathematics Project learning model

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Al-Quran Based Learning Strategy in Teaching Mathematics at Primary Education

10.31219/osf.io/xtq5y ◽

2018 ◽

Author(s):

Ary Kiswanto Kenedi

Keyword(s):

Elementary Schools ◽

Mathematics Teaching ◽

Learning Strategy ◽

Mathematics Learning ◽

Teaching Mathematics ◽

Research Subjects ◽

Is Research ◽

Learning Mathematics ◽

The World ◽

School Learning

The Qur'an is our sacred to the Muslims. The Qur'an is used as a guide of life for Muslims around the world. Many lessons are learned from the Alquran. Including elementary school learning is no exception to mathematics learning. This study aims to develop mathematics teaching materials that integrate the concept of the Alquran in learning mathematics in elementary schools. The type of research is research and development. The research subjects were SDN 12 Padang Panjang city and MIS Unggul Padang Panjang city. The research instruments are evaluation sheets and observation sheets. The results of the study there is a significant improvement on the results of learning cognitive mathematics, affective and psychomotor.

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ANALISIS KESULITAN GURU DALAM MENGEMBANGKAN INDIKATOR PEMBELAJARAN KURIUKULM 2013 SDN 210 BOTTOPENNO

Autentik : Jurnal Pengembangan Pendidikan Dasar ◽

10.36379/autentik.v5i2.146 ◽

2021 ◽

Vol 5 (2) ◽

pp. 180-199

Author(s):

Ryaas Rasyd ◽

Muhammad Amran ◽

Satriani Satriani

Keyword(s):

Qualitative Research ◽

Teacher Learning ◽

Research Question ◽

Learning Activities ◽

Learning Activity ◽

Research Subjects ◽

Data Presentation ◽

Analysis Techniques ◽

Activity Assessment ◽

Basic Competencies

The research question in this study is how difficult the teacher is in developing the 2013 Curriculum Learning Indicators at SDN 210 Bottopenno. This research is a qualitative research with research subjects namely teachers of grades I, II, III, IV, V, and VI. Data collection using interview guidelines and documentation. Data analysis techniques are data reduction, data presentation stage, and drawing conclusions. The results obtained are that the teacher has difficulty in translating KD into indicators, determining the appropriate Operational Verbs (KKO), determining and adjusting competencies according to the characteristics of students, identifying the abilities of students, determining learning activities according to the indicators made, determining the type of assessment that is in accordance with the indicators applied, and the lack of training regarding the preparation of the 2013 Curriculum RPP that is in accordance with the conditions and characteristics of each region. The conclusion in this study is that the teacher of SDN 210 Bottopenno class in developing teacher learning indicators has difficulty in 1) describing basic basic competencies, 2) determining KKO, 3) determining competence, 4) identifying student characteristics, 5) determining learning activities, 6) determining the type of learning activity. assessment and 7) lack of 2013 Curriculum training in accordance with the conditions and characteristics.

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