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IN-SERVICE ELEMENTARY SCHOOL MATHEMATICS TEACHERS’ EXPERIENCE ON CHANGING BELIEFS ABOUT TEACHING, LEARNING, AND THE NATURE OF MATHEMATICS Viola, Farelia Octa; Ramli, Dhitta Puti Sarasvati; Argaswari, Deshinta Puspa Ayu Dwi
ALGORITMA: Journal of Mathematics Education Vol 6, No 1 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i1.42914

AbstractThis study aims to describe the experiences of primary school mathematics teachers in changing their beliefs about teaching, learning, and the nature of mathematics. The data were reduced and coded using qualitative methods to answer the research questions. Data were obtained through in-depth interviews with three primary school teachers who participated in the National Movement for the Eradication of Mathematics Blindness (Gernas Tastaka) Program in Muara Enim District, South Sumatra. The results showed that in teaching, previously, they thought that math teaching only delivered material from textbooks and practiced calculations. Now, they believe teaching should be contextualized, use the Concrete-Pictorial-Abstract approach, and utilize teaching aids. In learning, they initially believed that math is only about calculation. Now, they understand that math learning should be more meaningful and relevant to real life. Teachers previously believed that mathematics is the application of procedures and calculations. Now, they believe that mathematics includes the application of mathematical ideas in everyday life. Abstrak Penelitian ini bertujuan mendeskripsikan pengalaman guru matematika sekolah dasar dalam mengubah keyakinan mereka tentang pengajaran, pembelajaran, dan hakikat matematika. Penelitian ini menggunakan metode kualitatif, data direduksi dan dikodekan untuk menjawab pertanyaan penelitian. Data diperoleh melalui wawancara mendalam dengan tiga guru sekolah dasar yang mengikuti Program Gerakan Nasional Pemberantasan Buta Matematika (Gernas Tastaka) di Kabupaten Muara Enim, Sumatera Selatan. Hasil penelitian menunjukkan dalam pengajaran, sebelumnya mereka menganggap pengajaran matematika hanya menyampaikan materi dari buku teks dan melatih perhitungan. Kini, mereka percaya pengajaran harus kontekstual, menggunakan pendekatan Konkret-Piktorial-Abstrak, dan memanfaatkan alat peraga. Dalam pembelajaran, mereka awalnya berkeyakinan bahwa matematika hanya tentang perhitungan. Sekarang, mereka memahami bahwa pembelajaran matematika harus lebih bermakna dan relevan dengan kehidupan nyata. Para guru sebelumnya percaya bahwa matematika adalah penerapan prosedur dan perhitungan. Kini, mereka meyakini bahwa matematika mencakup penerapan ide-ide matematis dalam kehidupan sehari-hari.

IN-SERVICE ELEMENTARY SCHOOL MATHEMATICS TEACHERS’ EXPERIENCE ON CHANGING BELIEFS ABOUT TEACHING, LEARNING, AND THE NATURE OF MATHEMATICS Viola, Farelia Octa; Ramli, Dhitta Puti Sarasvati; Argaswari, Deshinta Puspa Ayu Dwi
ALGORITMA: Journal of Mathematics Education Vol. 6 No. 1 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i1.42914

AbstractThis study aims to describe the experiences of primary school mathematics teachers in changing their beliefs about teaching, learning, and the nature of mathematics. The data were reduced and coded using qualitative methods to answer the research questions. Data were obtained through in-depth interviews with three primary school teachers who participated in the National Movement for the Eradication of Mathematics Blindness (Gernas Tastaka) Program in Muara Enim District, South Sumatra. The results showed that in teaching, previously, they thought that math teaching only delivered material from textbooks and practiced calculations. Now, they believe teaching should be contextualized, use the Concrete-Pictorial-Abstract approach, and utilize teaching aids. In learning, they initially believed that math is only about calculation. Now, they understand that math learning should be more meaningful and relevant to real life. Teachers previously believed that mathematics is the application of procedures and calculations. Now, they believe that mathematics includes the application of mathematical ideas in everyday life. Abstrak Penelitian ini bertujuan mendeskripsikan pengalaman guru matematika sekolah dasar dalam mengubah keyakinan mereka tentang pengajaran, pembelajaran, dan hakikat matematika. Penelitian ini menggunakan metode kualitatif, data direduksi dan dikodekan untuk menjawab pertanyaan penelitian. Data diperoleh melalui wawancara mendalam dengan tiga guru sekolah dasar yang mengikuti Program Gerakan Nasional Pemberantasan Buta Matematika (Gernas Tastaka) di Kabupaten Muara Enim, Sumatera Selatan. Hasil penelitian menunjukkan dalam pengajaran, sebelumnya mereka menganggap pengajaran matematika hanya menyampaikan materi dari buku teks dan melatih perhitungan. Kini, mereka percaya pengajaran harus kontekstual, menggunakan pendekatan Konkret-Piktorial-Abstrak, dan memanfaatkan alat peraga. Dalam pembelajaran, mereka awalnya berkeyakinan bahwa matematika hanya tentang perhitungan. Sekarang, mereka memahami bahwa pembelajaran matematika harus lebih bermakna dan relevan dengan kehidupan nyata. Para guru sebelumnya percaya bahwa matematika adalah penerapan prosedur dan perhitungan. Kini, mereka meyakini bahwa matematika mencakup penerapan ide-ide matematis dalam kehidupan sehari-hari.

Mathematics Teaching Anxiety of Indonesian Elementary School Teachers in Online Learning during COVID-19 Outbreak Argaswari, Deshinta Puspa Ayu Dwi; Hapsari, Aulia Kirana
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

This study aims to identify the scale of mathematics teaching anxiety among Elementary teachers during online learning during the Covid-19 Pandemic at Pekayon district and determine the mathematics anxiety in teaching during the pandemic. The research method that used for this research is a mixed method. The study was conducted on 42 mathematics teachers who teach online learning. Data were collected through a 19-item Mathematics Teaching Anxiety Scale (MTAS) questionnaire. The results indicated that six people (14%) were classified as having high anxiety, twenty-eight people (67%) as having moderate anxiety, and eight people (19%) as having low anxiety. The factors that cause anxiety in teaching mathematics in general are the factors of Student-Directed Mathematics Teaching Anxiety. However, Teachers with high anxiety, teachers with low anxiety, and teachers with normal anxiety differ greatly in preparing materials and learning tools and delivering online learning materials. Keywords: mathematics teaching anxiety, MTAS, online learning, Covid-19 pandemic DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp595-605

Generating Interest in Literacy Through Project-Based Learning in Pancoran: An Action Service Initiative Lonan, Julia Frances; Argaswari, Deshinta Puspa Ayu Dwi; Fernando, Kenny; Halim, Giovanni Richard; Jasmine, Anindita Aulia; Budiarto, Gabriele Teresa; Abraham, Megan Leigh; Sente, Celine Arielle; Christabel, Michelle; Abenoja, Rojan Mejia; Yemima, Peace
Journal of Community Services: Sustainability and Empowerment Vol. 5 No. 01 (2025): March 2025
Publisher : Center for Research and Community Service of Sampoerna University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35806/

Literacy is a critical issue to tackle in Indonesia. Hence, to alleviate it, Kampung Literasi Pancoran has been developed to help residents of the Pancoran ward, helping elementary students and adults alike to improve their literacy skills in multiple aspects by garnering their interest through project-based learning. English literacy is offered to elementary students using multiple mediums, while financial literacy is taught to adults. This study implements an action research cycle, where constant improvements were made throughout the 9 week period. Findings show that more students participated and had positive sentiments to the lessons prepared, while more attention needed to be brought to ensure full community support and social progress for all stakeholders.

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