Analisis Kesalahan dalam Menyelesaikan Soal Bentuk Aljabar Ditinjau dari Taksonomi SOLO

The aim of this study is to describe the types of errors and their causes made by the seven grade students of SMPN 7 PUJUT in the academic year 2020/2021 in solving algebraic form questions based on the SOLO taxonomy level. This research is a qualitative descriptive study and the instruments used are test questions and interview guides. The subjects of this study were 32 grade seven students of SMPN 7 PUJUT who were selected using purposive sampling technique. After selecting one class, several students were selected according to the SOLO taxonomy level. The results showed that all students made the types of errors according to the basic objects of mathematics, namely fact errors, concept errors, operating errors, and principle errors. The results also showed that the questions given to 32 class seven students of SMPN 7 PUJUT obtained a percentage of the structural level of 31.25%, the unistructural level of 37.5%, the multistructural level of 21.9%, the relational level of 9.38%, and the extended abstract level is 0%. The causes of students making mistakes in solving questions, namely: the cause of factual errors is that students do not understand the meaning of the questions which include what is known and asked and in determining the final result; the cause of misconceptions is that students do not understand the formula used; the cause of the operation error is that the students are not careful in calculating; and the cause of the principle error is that students do not understand the steps to solve it.

Students' Thinking Level in Solving Mathematics Problems Based on SOLO Taxonomy as Viewed from the Mathematics Anxiety

The SOLO (Structure of Observed Learning Outcome) taxonomy is an educational taxonomy suitable for organizing various types of learning. The SOLO taxonomy categorizes students' thinking into five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The purpose of this study was to describe the level of students' thinking in solving mathematics problems based on the SOLO taxonomy with high, medium, and low levels of mathematics anxiety. This type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Tulungagung City, East Java, Indonesia. The instruments used were a mathematics anxiety questionnaire, test based on the SOLO taxonomy, and interview guidelines. The data analysis used the Miles and Huberman model, which consists of three stages, namely data reduction, data presentation, and conclusion drawing or verification. The results showed that subjects with high mathematics anxiety had a uni-structural level of thinking. Second, subjects with moderate mathematics anxiety had a multi-structural level of thinking. Third, subjects with low mathematics anxiety have an extended abstract thinking level.

Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society. This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks. This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university. The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom. The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom. In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom. This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond. An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society. This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks. This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university. The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom. The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom. In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom. This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond. An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

Aligning and Assessing Teaching Approaches With SOLO Taxonomy in a Computer Programming Course

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

Aligning and Assessing Teaching Approaches With SOLO Taxonomy in a Computer Programming Course

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

Aligning and assessing teaching approach with SOLO taxonomy in a computer programming course

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

Development and validation of year five geometrical measurement skills instrument

Geometrical measurement is one of the most difficult fields in primary school mathematics and regularly found to be an area of weaknesses. The factors affecting the low understanding is due to the lack of valid and reliable assessment instruments. Thus, this study aimed to develop and validate a Geometrical Measurement Skill Instrument (GMSI) to assess Year Five National school pupils’ geometrical measurement skills in geometrical measurement. GMSI was developed by applying the Structure of Observed Learning Outcomes (SOLO) Taxonomy and was constructed in the super item format which consisted of 24 items altogether. This study applied a survey approach to assess 132 Year Five pupils’ geometrical measurement skills. The content validity was examined using the content validity index (CVI) analysis. For the construct validity, data were obtained and analyzed using the Rasch analysis. From the CVI analysis, the results showed that GMSI could be used for the pilot study. Results for the construct validity indicated that GMSI fulfilled the psychometric properties and is valid and reliable. Hence, the results could help teachers and pupils to diagnose the strength and weaknesses of geometrical measurement and help them to plan systematic remedy to improve teaching and learning.