Pelatihan Pengembangan Instrumen Penilaian Numerasi untuk Peningkatan Kompetensi Guru Matematika SMP

Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment has different objectives and formats compared to Ujian Nasional (National Exam), therefore teachers need to upgrade their knowledge of assessment instruments that measure students’ numeracy skills. This training aims to develop teachers' professionalism and competence in developing numeracy assessment instruments. The training was carried out online through a Zoom Meeting with participants of 29 junior high school mathematics teachers in Bogor Regency, West Java. The training was delivered in 2 sessions by 2 mathematics education lecturers from Universitas Negeri Jakarta. The first session with topics of AKM discussed the material domain, cognitive level, and the form of the questions on the AKM questions. The second session was with topics of numeracy skills discussed the benefits and the definition of numeracy skills. At the end of the training, participants were assigned to make a numeracy assessment instrument within 1 week. Participants and presenters join WhatsApp groups as a forum for discussion in the process of doing assignments. This training activity produces an output in the form of a numeracy assessment instrument that is developed based on the AKM question format. Participants are motivated and have ideas to develop numeracy assessment instruments.

The development of mathematics teacher professional competencies through social media

One of the competencies for mathematics teachers that needs to be developed continuously is professional competence. However, even if efforts for developing teachers’ competencies have been made formally by the government, it seems still lacking. This study, therefore, aims to develop mathematics teacher professional competencies through an informal development model using social media. This research used a qualitative method, a case study design, involving 19 mathematics teachers from various regions in Indonesia in the informal development process in the range of 2019-2021. The informal approach was carried out using question-and-answer techniques and guided discussions on mathematical problems. From the teacher development processes, 30 mathematics problems and their solutions were collected. As an illustration of this development process, this article presents five problems and their solutions, including solutions for two mathematics problems on conceptual understanding and three mathematics problems on problem-solving. We conclude that this informal approach is fruitful in helping mathematics teachers solve mathematics problems. This study implies that the teacher development process carried out in this study can be used as a model for informal teacher development by other higher education academics in their respective places.

Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

Impact of Transformative Leadership Practices of Educational Supervisors on the Sustainable Professional Development of Mathematics Teachers

This study aimed to examine the impact of transformational leadership practices of educational supervisors on the sustainable professional development of mathematics teachers in the Sultanate of Oman. To achieve the objectives of the study, the descriptive approach was adopted. The study’s sample were 261 mathematics teachers. The researchers used the supervisors' practice of transformational leadership scale, and the researcher's sustainable professional development scale. The validity of the content of the two scales was measured through the validity of the terms and sampling validity. The reliability of internal consistency was also measured by the Alpha Cronbach. To ensure the factorial structure of the two scales, the researchers conducted a confirmatory factor analysis of the assumed model for each scale, and for the hypothetical model, and the results showed obtaining two models that match the current study data to large extent. The researchers used Structural Equation Modeling (SEM), where the results showed a positive and significant impact of transformational leadership practices for educational supervisors on the sustainable professional development of mathematics teachers in planning, curriculum, evaluation, professional development, and teaching methods. Received: 13 September 2021 / Accepted: 24 November 2021 / Published: 3 January 2022