Articles
<![CDATA[The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education ]]>
<![CDATA[Julie, Hongki]]>;
<![CDATA[Suwarsono, St.]]>;
<![CDATA[Juniati, Dwi]]>
<![CDATA[ Journal on Mathematics Education Vol 4, No 2 (2013) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.4.2.415.172-187
<![CDATA[There are three questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions and find the result of multiplying two fractions, and (3) what is the impact of the teaching-learning process that has been designed by researchers on the process of students' knowledge construction. Learning approach which was used in developing teaching materials about fractions is realistic mathematics approach. Lesson plan was created for fifth grade elementary school students. The type of research used is developmental research. According to Gravemeijer and Cobb (in Akker, Gravemeijer, McKeney, and Nieveen, 2006) there are three phases in development research, namely (1) preparation of the trial design, (2) the trial design, and (3) retrospective analysis. This paper presents the results of the first cycle of three cycles that have been planned.]]>
<![CDATA[THE CONTEXTS OF THE STUDENT TAKING THE MICRO TEACHING CLASS ]]>
<![CDATA[Julie, Hongki]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.632
<![CDATA[In this paper, the researcher would only present the results obtained by the researcher related to the context of students. To find out the context of the students who took this course, the researcher did the taking: (1) find the students’ hometown data and the students’ GPA from the Sanata Dharma Academic Information System (SDAIS), and (2) make a questionnaire consisting of four questions filled by students at the first meeting. The results of this research was as follows: (1) ten students came from Java Island and nine students came from outside Java Island, (2) six students had GPA above 3.00 and thirteen students had GPA below 3.00, (3) eleven students said that their vocation was to be a teacher when they first chose this program, (4) there were 13 students who experience change of vocation, and (5) there were eighteen students who stated that their obstacles in taking this lecture were “I had not "settled" with myself,†while one other student said that “mastering teaching materials was my obstacle in taking this lecture.â€Â DOI: https://doi.org/10.24071/ijiet.2017.010206]]>
<![CDATA[SECONDARY SCHOOL STUDENTS’ CONSTRUCTION OF KNOWLEDGE: THE CASE OF FRACTIONS DIVISION ]]>
<![CDATA[Rianasari, Veronika Fitri]]>;
<![CDATA[Julie, Hongki]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 2, No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v2i2.1172
<![CDATA[Fractions are well known to be difficult to learn, but it is should not be surprising considering the complexity of the concepts involved. In working with fractions, children learn new rules that often conflict with well-established ideas about whole numbers. Many studies have revealed that fractions division has been thought to be the most complex of the mathematical operations in elementary mathematics. However, fractions and the operations have been recognized as an important foundation for the understanding of our number system. Therefore teachers should provide meaningful learning experiences that relate to division of fractions. This present study aimed to analyze secondary school students’ construction of knowledge in fractions division. This descriptive study was conducted with 44 seventh grade students in Pangudi Luhur Junior High School in Yogyakarta, Indonesia. During a one-week unit of lesson on division of fractions, students were given a task-based activity specifically designed to promote students’ understanding. Data sources in this study included observation of learning process and a pre and posttest of students’ conceptual knowledge and procedural computation skills. The result showed a significant improvement in students’ conceptual knowledge and procedural knowledge. DOI: https://doi.org/10.24071/ijiet.2018.020205]]>
<![CDATA[UNDERSTANDING PROFILE FROM THE PHILOSOPHY, PRINCIPLES, AND CHARACTERISTICS OF RME ]]>
<![CDATA[Julie, Hongki]]>;
<![CDATA[Suwarsono, St.]]>;
<![CDATA[Juniati, Dwi]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.5.2.1499.148-159
<![CDATA[The aim of this study is to create understanding profiles of elementary school teachers who have been and have not been following the workshop PMRI, before and after they learned the learning resource about philosophy, principles, and characteristics of realistic mathematics approach. This type of research used in this study is a combination of qualitative research and developmental research. The results shown in this paper is the understanding profile of onesubject who is an elementary school teacher. Research subjects involved in the trial for the first task, the learning resource, and second task are six persons, which consists of three PGSD students who are working on the final project, and three elementary school teachers.Keywords: Understanding Profile, Realistic Mathematics Education (RME), the Realistic Mathematics Education Learning Resource. DOI: http://dx.doi.org/10.22342/jme.5.2.1499.148-159]]>
<![CDATA[SECONDARY SCHOOL STUDENTS CONSTRUCTION OF KNOWLEDGE: THE CASE OF FRACTIONS DIVISION ]]>
<![CDATA[Veronika Fitri Rianasari]]>;
<![CDATA[Hongki Julie]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v2i2.1172
<![CDATA[Fractions are well known to be difficult to learn, but it is should not be surprising considering the complexity of the concepts involved. In working with fractions, children learn new rules that often conflict with well-established ideas about whole numbers. Many studies have revealed that fractions division has been thought to be the most complex of the mathematical operations in elementary mathematics. However, fractions and the operations have been recognized as an important foundation for the understanding of our number system. Therefore teachers should provide meaningful learning experiences that relate to division of fractions. This present study aimed to analyze secondary school students construction of knowledge in fractions division. This descriptive study was conducted with 44 seventh grade students in Pangudi Luhur Junior High School in Yogyakarta, Indonesia. During a one-week unit of lesson on division of fractions, students were given a task-based activity specifically designed to promote students understanding. Data sources in this study included observation of learning process and a pre and posttest of students conceptual knowledge and procedural computation skills. The result showed a significant improvement in students conceptual knowledge and procedural knowledge.DOI: https://doi.org/10.24071/ijiet.2018.020205]]>
<![CDATA[THE CONTEXTS OF THE STUDENT TAKING THE MICRO TEACHING CLASS ]]>
<![CDATA[Hongki Julie]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/ijiet.v1i2.632
<![CDATA[In this paper, the researcher would only present the results obtained by the researcher related to the context of students. To find out the context of the students who took this course, the researcher did the taking: (1) find the students’ hometown data and the students’ GPA from the Sanata Dharma Academic Information System (SDAIS), and (2) make a questionnaire consisting of four questions filled by students at the first meeting. The results of this research was as follows: (1) ten students came from Java Island and nine students came from outside Java Island, (2) six students had GPA above 3.00 and thirteen students had GPA below 3.00, (3) eleven students said that their vocation was to be a teacher when they first chose this program, (4) there were 13 students who experience change of vocation, and (5) there were eighteen students who stated that their obstacles in taking this lecture were “I had not "settled" with myself,” while one other student said that “mastering teaching materials was my obstacle in taking this lecture.”]]>
<![CDATA[KARAKTERISTIK INTERTWINING DALAM PENDEKATAN MATEMATIKA REALISTIK DI SEKOLAH DASAR ]]>
<![CDATA[Hongki Julie]]>
<![CDATA[ Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Tahun 25 Nomor 2 November 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um009v25i22016p109
<![CDATA[Abstract: The aim of this study is to describe intertwining characteristic or knowledge relations in realistic mathematics approach and what are teachers need to do in the mathematics learning process until the intertwining characteristic arise. The research development is applied in three phase. The data collection was done by observation and video recording during the learning process. Research objects are sixth-grade Elementary School students in Yogyakarta. The results of this study showed that the intertwining characteristic in realistic mathematics approach emphasizes a series of learning as a combination of learning series that must be used in problem-solving. Things that teachers should do is to create a series of problems that are explored and solved by students so mathematics formal language is well achieved.Keywords: intertwining characteristic, realistic mathematics approach, elementary schoolAbstrak: Penelitian ini bertujuan untuk mendeskripsikan karakteristik intertwining atau jalinan pengetahuan dalam pendekatan matematika realistik dan hal-hal yang perlu dilakukan guru dalam proses pembelajaran matematika hingga karakteristik intertwining muncul. Penelitian ini berjenis penelitian pengembangan yang dibagi dalam tiga fase. Pengumpulan data dilakukan dengan pengamatan dan perekaman video selama proses pembelajaran berlangsung. Subjek penelitian siswa kelas 6 SD di Yogyakarta. Hasil yang didapatkan: karakteristik intertwining dalam pendekatan matematika realistik menekanan rangkaian pembelajaran sebagai suatu jalinan dari rangkaian pembelajaran yang harus dimanfaatkan dalam penyelesaian masalah. Hal-hal yang dilakukan guru untuk membentuk jalinan rangkaian pembelajaran adalah membuat rangkaian masalah yang dieksplorasi dan diselesaikan siswa hingga pengetahuan formal matematika dicapai dengan baik.Kata kunci: karakteristik intertwining, pendekatan matematika realistik, sekolah dasar]]>
<![CDATA[The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education ]]>
<![CDATA[Hongki Julie]]>;
<![CDATA[St. Suwarsono]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Journal on Mathematics Education Vol 4, No 2 (2013) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (2666.873 KB)
|
DOI: 10.22342/jme.4.2.415.172-187
<![CDATA[There are three questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions and find the result of multiplying two fractions, and (3) what is the impact of the teaching-learning process that has been designed by researchers on the process of students' knowledge construction. Learning approach which was used in developing teaching materials about fractions is realistic mathematics approach. Lesson plan was created for fifth grade elementary school students. The type of research used is developmental research. According to Gravemeijer and Cobb (in Akker, Gravemeijer, McKeney, and Nieveen, 2006) there are three phases in development research, namely (1) preparation of the trial design, (2) the trial design, and (3) retrospective analysis. This paper presents the results of the first cycle of three cycles that have been planned.]]>
<![CDATA[UNDERSTANDING PROFILE FROM THE PHILOSOPHY, PRINCIPLES, AND CHARACTERISTICS OF RME ]]>
<![CDATA[Hongki Julie]]>;
<![CDATA[St. Suwarsono]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.22342/jme.5.2.1499.148-159
<![CDATA[The aim of this study is to create understanding profiles of elementary school teachers who have been and have not been following the workshop PMRI, before and after they learned the learning resource about philosophy, principles, and characteristics of realistic mathematics approach. This type of research used in this study is a combination of qualitative research and developmental research. The results shown in this paper is the understanding profile of onesubject who is an elementary school teacher. Research subjects involved in the trial for the first task, the learning resource, and second task are six persons, which consists of three PGSD students who are working on the final project, and three elementary school teachers.Keywords: Understanding Profile, Realistic Mathematics Education (RME), the Realistic Mathematics Education Learning Resource. DOI: http://dx.doi.org/10.22342/jme.5.2.1499.148-159]]>
<![CDATA[Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic ]]>
<![CDATA[Hongki Julie]]>;
<![CDATA[Veronika Fitri Rianasari]]>;
<![CDATA[Maria Suci Apriani]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i1.15616
<![CDATA[The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early Covid-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early Covid-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early Covid-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers’ pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.]]>
