scholarly journals MARGINAL REGION MATHEMATICS TEACHERS’ PERCEPTION OF USING ICT MEDIA

2021 ◽  
Vol 10 (1) ◽  
pp. 133
Author(s):  
Trisna Roy Pradipta ◽  
Krisna Satrio Perbowo ◽  
Afifah Nafis ◽  
Asih Miatun ◽  
Sue Johnston-Wilder
Keyword(s):  
Mathematics Teachers ◽  
Rasch Model ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Teaching Materials ◽  
Medium Level ◽  
Microsoft Office ◽  
Office Software ◽  
Marginal Region

The article presents a marginal region of mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classroom. A survey was designed including two domains:  the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

Asessing Hyphotetical Learning Trajectory of Mathematics Teachers

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Atikah Sari ◽  
Badria Julianti
Keyword(s):  
Mathematics Teachers ◽  
School Teacher ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Learning Needs ◽  
Case Study Method ◽  
Teaching Materials ◽  
5Th Grade

The purpose of this study is to provide an alternative for teachers in preparing teaching materials adapted to track students' mathematics learning in the classroom. This study is a qualitative research with case study method with data collection is a triangulation technique that focuses on 13 people of 5th grade elementary school teacher. The results showed that Hyphotetical Learning Trajectory greatly assist teachers in planning their mathematics teachings, especially in developing teaching materials in a coherent, logical, contextual, and cutting-edge, so that the learning is given to more effectively and efficiently. It was also revealed that the practice of teaching mathematics teacher in the classroom along with lesson plans they have prepared beforehand. Based on the implementation of Hyphotetical Learning Trajectory on mathematics teachers, it can be concluded that the knowledge and skills of teachers in teaching mathematics were well developed; the materials presented are in-depth; it can identify students’ learning; it can anticipate the strategy, representation, and misconceptions of students, so that it can provide an inclusive appropriate the learning needs of their students.

scholarly journals The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills

2021 ◽  
Vol 20 (7) ◽  
pp. 85-99
Author(s):  
Adi Nur Cahyono ◽  
Mohammad Asikin ◽  
Muhammad Zuhair Zahid ◽  
Pasttita Ayu Laksmiwati ◽  
Miftahudin Miftahudin
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Strategic Role ◽  
Prospective Mathematics Teachers ◽  
And Mathematics

Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.

scholarly journals Grade Eleven Students' Mathematics Beliefs about Contexts Support in West Arsi Zone, Ethiopia

2017 ◽  
Vol 7 (2) ◽  
pp. 116
Author(s):  
Mulugeta Atnafu Atnafu Ayele ◽  
Tesfu Belachew Dadi
Keyword(s):  
Mathematics Learning ◽  
Family Context ◽  
Classroom Context ◽  
Quantitative Investigation ◽  
Mixed Methods Approach ◽  
Mathematics Beliefs ◽  
Learning Mathematics ◽  
Arsi Zone ◽  
Medium Level ◽  
Multistage Sampling

Students’ beliefs in mathematics education play an important role in students’ mathematics learning and achievement. Therefore, investigating students’ mathematics beliefs about context supports are essential in educational research. Accordingly, the purpose of this research was to investigate students’ mathematics beliefs about context support such as family context, social context, and school and classroom context about mathematics learning. To addressi this purpose, mixed-methods approach using a quantitative investigation followed by a qualitative investigation were employed. The participants were 545 students selected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained were analysed using percentage, mean, independent samples t-test, and ANOVA. The major findings were the students’ beliefs about contexts support and its components such as students’ beliefs about fathers’, mothers’, siblings’, peers’, teachers’, textbooks’ and schools’ support in learning mathematics denoted as medium level, which is neither positive nor negative. Regarding students’ beliefs about contexts support and its components, there were no significant differences with respect to gender; but there were significant differences with respect to achiever levels. In addition, there were significant differences between students’ beliefs about mothers’, fathers’, and peers’ support in learning mathematics in favor of students with parents are in urban; but no significant for others.

scholarly journals TELAAH STRATEGI PEMBELAJARAN MATEMATIKA PADA SEKOLAH ALAM PEKALONGAN

2020 ◽  
Vol 4 (1) ◽  
pp. 92
Author(s):  
Drajat Stiawan
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
School Principal ◽  
Learning Activities ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Collection Data

Sekolah alam adalah sekolah yang kegiatan pembelajarannya tidak hanya terpaku di dalam kelas, tetapi juga memanfaatkan alam sekitar atau lingkungan sebagai objek pembelajaran. Pembelajaran matematika pada sekolah alam dilakukan sebagai upaya untuk menumbuhkan jiwa siswa menjadi lebih kreatif dan mandiri. Penelitian yang dilakukan bertujuan untuk mendiskripsikan bagaimana pelaksanaan pembelajaran matematika di Sekolah alam Ma’had Islam Pekalongan. Informan adalah kepala sekolah, guru matematika kelas IV dan V sekolah alam SD Ma’had Islam. Teknik dalam pengumpulan data menggunakan observasi dan wawancara. Analisis datanya meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa pelaksanaan pembelajaran matematika di Sekolah alam SD Ma’had Islam dilakukan di dalam kelas dan di luar kelas. Ketika di dalam kelas menggunkan metode ceramah dan tanya jawab. Saat di luar kelas (out door) lebih banyak menggunakan metode pemberian tugas dan game (bermain) serta memanfaatan bahan-bahan yang ada di Alam, guna memahamkan siswa sesuai dengan materi yang diajarkan oleh guru matematika.ABSTRACTA natural school is a school whose learning activities are not only fixed in the classroom, but also utilize the natural surroundings or the environment as objects of learning. Mathematics learning in natural schools is done as an effort to grow students' souls to be more creative and independent. The research carried out aims to describe how the implementation of mathematics learning in Pekalongan's Ma'had Islam School of Nature. The informants are the school principal, mathematics teacher grades IV and V of the natural school Ma'had Islam elementary school. The technique in collecting data uses observation and interviews. Data analysis includes data collection, data reduction, data presentation and conclusion drawing. The results showed that the implementation of mathematics learning in the natural school of Ma'had Islam Elementary School was done in the classroom and outside the classroom. When in class use the lecture and question and answer method. When outside the classroom (out door) use more methods of giving assignments and games (playing) and utilizing materials available in Nature, in order to understand students according to the material taught by mathematics teachers.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

scholarly journals Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses

2021 ◽  
Vol 11 (3) ◽  
pp. 1088-1106
Author(s):  
Eleni Demosthenous ◽  
Constantinos Christou ◽  
Demetra Pitta-Pantazi
Keyword(s):  
Teaching And Learning ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Mathematics Assessment ◽  
Assessment Tasks ◽  
Grade Classroom ◽  
Do So

Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.

scholarly journals Analysis of Pre-service Science Teachers' Digital Literacy Through Workshop of Optimization Microsoft Office Software Usage

2020 ◽  
Vol 3 (1) ◽  
pp. 70
Author(s):  
Diniya Diniya ◽  
Niki Dian Permana P ◽  
Susilawati Susilawati ◽  
Theresia Lidya Nova ◽  
Aldeva Ilhami
Keyword(s):  
Science Teachers ◽  
Natural Science ◽  
Digital Literacy ◽  
Study Program ◽  
Multiple Choice Tests ◽  
High Category ◽  
The Mean ◽  
The One ◽  
Microsoft Office ◽  
Office Software

The present study was carried out to analyze the digital literacy for pre-service natural science teachers through a workshop on optimizing the use of Microsoft office software. This study explored an experimental method with the one-group pretest-posttest design. The current research adopted 25 students as the pre-service natural science teachers in the Natural Sciences Study Program of the Tarbiyah and Teaching Faculty of the Sultan Syarif Kasim Riau State Islamic University. The data were collected through providing instruments of multiple-choice tests on the pretest and posttest, questionnaire, and interview to measure the improvement of digital literacy. To analyze the data, a technique to calculate the mean score of the normalized gain (N-gain) was performed. The findings disclosed that the mean score of N-gain digital literacy for pre-service natural science teachers was 0.70 with the high category. Based on results obtained in this line of research, it is therefore concluded that there was an improvement in the digital literacy for pre-service natural science teachers with high category through the workshop on optimizing the use of Microsoft Office software.

scholarly journals Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

2021 ◽  
Vol 20 (8) ◽  
pp. 68-90
Author(s):  
Matshidiso M Moleko
Keyword(s):  
Mathematics Teachers ◽  
Universal Design For Learning ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Corrective Feedback ◽  
Real Life ◽  
Disadvantaged Area ◽  
Engagement Strategies ◽  
Design For Learning ◽  
Varying Demand

Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.

scholarly journals The Implementation of 2013 Curriculum in Mathematics Learning at SMA Muhammadiyah 3 Tangerang

2019 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Nisvu Nanda Saputra ◽  
Rika Sukmawati
Keyword(s):  
Qualitative Research ◽  
Mathematics Teachers ◽  
School Environment ◽  
Mathematics Learning ◽  
Routine Activities ◽  
Technical Data ◽  
Training Activities ◽  
Descriptive Approach ◽  
The City ◽  
Depth Interviews

The objectives in this study are 1) Describe the implementation of the 2013 curriculum in mathematics learning, 2) Formulate what factors support and hinder the implementation of the 2013 curriculum. This study is a type of qualitative research using a descriptive approach. The study subjects were mathematics teachers who taught in class X of SMA Muhammadiyah 3 in Tangerang City. Data collection techniques used are in-depth interviews, observation, documentation. Technical data analysis is done by reducing, presenting data, and verification. The results showed that the X grade mathematics teacher in implementing the 2013 curriculum was still lacking. This can be seen by teachers not compiling RPPs based on the 2013 curriculum. As a result, the learning process is not in accordance with the demands according to 2013 curriculum references. Factors that prevent teachers from implementing the 2013 curriculum are teachers who have not attended 2013 curriculum training, teachers have not joined and are taking part in routine activities in the city high school MGMP routine Tangerang, schools have not facilitated 2013 curriculum training activities and the lack of existing infrastructure in the school environment to support the implementation of the 2013 curriculum

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