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Journal : Eduma : Mathematics Education Learning and Teaching

Scientific Learning to Improve Critical Thinking Ability IIK NURHIKMAYATI; MOHAMAD GILAR JATISUNDA
Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.755 KB) | DOI: 10.24235/eduma.v7i2.3398

Abstract

The importance of the ability to think critically in mathematics learning is contrary to the fact that the development of these abilities is still not optimal. Not many teachers creatively develop critical thinking skills during the learning process. The consequence of the implementation of the 2013 curriculum is the use of a scientific approach to learning, including mathematics. Steps in scientific learning include: (1) observing; (2) ask; (3) collecting information; (4) associate; and (5) communicating. These five steps provide great opportunities for students to be able to develop mathematical critical thinking skills. This study describes the implementation of a scientific approach in learning mathematics, especially in improving mathematical critical thinking skills.
Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles Mohamad Gilar Jatisunda; Dede Salim Nahdi; Ujiati Cahyaningsih; Dela Rohimatunnisa
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9277

Abstract

It is the role of teachers to increase the quality of learning. When the instructor wants to increase the quality of learning, reflective practice is an option. However, instructors' current practice of learning reflection is based only on classroom action research and is primarily concerned with enhancing learning models rather than paying attention to student replies. As a result, prospective mathematics teachers must be able to engage in reflection techniques based on didactical design research that emphasizes student reactions. This study employs a descriptive qualitative technique, with the subjects being Mathematics Education students at the University of Majalengka who are enrolled in the Kapita Selekta Mathematics course. Students experience translating scientific, mathematical knowledge into mathematics ready to be taught in schools based on the study findings. Every step in the process of becoming a mathematics teacher has an impact on pedagogical content understanding