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All Journal Journal on Mathematics Education (JME) Tematik: Jurnal Konten Pendidikan Matematika Journal on Mathematics Education
Aoyama, Kazuhiro
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Computer Science & IT Education Mathematics Mechanical Engineering Social Sciences Other

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DIAGNOSING STUDENTS’ LEARNING DIFFICULTIES IN THE EYES OF INDONESIAN MATHEMATICS TEACHERS Wijaya, Ariyadi; Retnawati, Heri; Setyaningrum, Wahyu; Aoyama, Kazuhiro; Sugiman, Sugiman
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.028 KB) | DOI: 10.22342/jme.10.3.7798.357-364

Abstract

Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.
Analysing the Mathematical Critical and Creative Thinking Abilities in Problem Solving Introverted Students Rahayu, Nurwanti Adi; Aoyama, Kazuhiro
Tematik : Jurnal Konten Pendidikan Matematika Vol. 2 No. 2 (2024): TEMATIK: Jurnal Konten Pendidikan Matematika
Publisher : Prodi Tadris Matematika Fakultas Tadris Umum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/tematik.v2i2.1783

Abstract

This study aims to evaluate the critical and creative thinking abilities in the context of mathematics when solving problems related to arithmetic sequences and series among introverted students in the 11th grade at Xaverius 1 High School in Jambi City. This issue arises due to differences in thinking skills and cognitive processes among students based on personality types, where it was found that introverted students tend to have low mathematical critical and creative thinking abilities. The research method employed is a descriptive qualitative approach, collecting data through personality questionnaires, tests, and interviews. Research subjects were selected from introverted students based on personality questionnaire results and answer sheet analysis, with three students representing the various response groups. The results of this study indicate that introverted students demonstrate good mathematical critical thinking skills in understanding problems, planning, and implementing plans. However, they tend to overlook rechecking their solutions. The creative mathematical thinking abilities of introverted students mainly involve fluency and flexibility in understanding problems, planning, and implementing plans, although they lack in terms of originality and elaboration in problem-solving
Diagnosing students’ learning difficulties in the eyes of Indonesian mathematics teachers Wijaya, Ariyadi; Retnawati, Heri; Setyaningrum, Wahyu; Aoyama, Kazuhiro; Sugiman
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.
Co-Authors Ariyadi Wijaya Heri Retnawati Rahayu, Nurwanti Adi Sugiman Sugiman Sugiman Wahyu Setyaningrum