Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Kajian Pembelajaran Matematika JRPM (Jurnal Review Pembelajaran Matematika) Journal on Mathematics Education
Ety Tejo Dwi Cahyowati
Universitas Negeri Malang
Education Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES Sa'dijah, Cholis; Murtafiah, Wasilatul; Anwar, Lathiful; Nurhakiki, Rini; Cahyowati, Ety Tejo Dwi
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.13087.159-180

Abstract

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
Kesalahan Konstruksi Konsep Mahasiswa pada Materi Himpunan dan Defragmentasi Struktur Berpikirnya Latifah Mustofa Lestyanto; Syaiful Hamzah Nasution; Ety Tejo Dwi Cahyowati; Muhammad Shohibul Kahfi
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 4 No. 2 (2019)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (859.707 KB) | DOI: 10.15642/jrpm.2019.4.2.128-142

Abstract

This research was conducted to identify errors in the construction of concepts and to know the form of defragmentation of students’ thinking structures on set material. Data collection was done by asking students to answer on the main test questions. Data were analyzed by data reduction, data presentation, and conclusion. The results of the research indicate that the errors in the construction of mathematical concepts of students on set material were: 1) pseudo-constructions in the form of true pseudo and false pseudo, 2) misconstruction, 3) misconnection, and 4) logical thinking errors. The forms of defragmentation or the process of rearranging the thinking structures of students who experience concept construction errors in the set were conducted by giving scaffolding and cognitive conflict.
TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES Cholis Sa'dijah; Wasilatul Murtafiah; Lathiful Anwar; Rini Nurhakiki; Ety Tejo Dwi Cahyowati
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.13087.159-180

Abstract

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
ARITMATIKA: An innovative application to enhance higher order thinking skills in students through problem-based learning Utami, Anita Dewi; Suwarman, Ramdhan Fazrianto; Cahyowati, Ety Tejo Dwi; Rofiki, Imam; Ningseh, Sinta Agustin
Jurnal Kajian Pembelajaran Matematika Vol 8, No 2 (2024): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v8i22024p71-76

Abstract

The objective of this research is to develop "ARITMATIKA," an innovative application designed to support students' Higher Order Thinking Skills (HOTS) through Problem-Based Learning. The research methodology employed is based on the general Plomp educational problem-solving model, encompassing three of its five phases: the initial investigation phase, the design phase, and the realization phase. This use of three out of the five phases is due to the preliminary nature of this research. The findings indicate that ARITMATIKA is suitable for use in enhancing learning outcomes in the Introduction to Geometry course.
Teaching higher-order thinking skills in mathematics classrooms: Gender differences Sa’dijah, Cholis; Murtafiah, Wasilatul; Anwar, Lathiful; Nurhakiki, Rini; Cahyowati, Ety Tejo Dwi
Journal on Mathematics Education Vol. 12 No. 1 (2021): 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

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
Co-Authors Anita Dewi Utami Cholis Sa’dijah Imam Rofiki Lathiful Anwar Latifah Mustofa Lestyanto Muhammad Shohibul Kahfi Ningseh, Sinta Agustin Ramdhan Fazrianto Suwarman Rini Nurhakiki Syaiful Hamzah Nasution Wasilatul Murtafiah