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Kesalahan Calon Guru Matematika dalam Menggunakan Ukuran Pemusatan: Pengabaian Variansi Tamba, Kimura Patar; Siahaan, Meiva Marthaulina Lestari; Appulembang, Oce Datu
Jurnal Elemen Vol 7, No 1 (2021): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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

The measure of the center is an essential topic in statistics. Pre-service mathematics teachers must have the ability to select and use measures of center. The inability to use and select appropriate center measures indicates a low understanding of center measures. Meanwhile, research on the ability to use and select the center's appropriate measures is very limited. This study explores the sources of error for pre-service mathematics teachers in using and selecting the appropriate measures of center. This study involved 177 pre-service mathematics teachers. This research is a qualitative study using the interpretive paradigm. Data were collected using a test containing two problems and clinical interviews. Data were analyzed qualitatively using grouping participant responses based on ways of thinking and ways of understanding to use and select center measures. The results showed that pre-service mathematics teachers could not select an appropriate measure of centers because they were too focused on measures of centers while ignoring the variance. In order to be able to select an appropriate measure of centers because variance must be considered simultaneously. The implication of this study results is the need for a learning approach that introduces concurrent measures of centers with data variance.

HUBUNGAN ANTARA KEMAMPUAN UNPACKING DAN KONSTRUKSI NEGASI PERNYATAAN MATEMATIKA Tamba, Kimura Patar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Kemampuan unpacking dan konstruksi negasi dari pernyataan matematika merupakan hal penting dalam pemahaman mengenai pernyataan matematika, pembuktian bahkan memahami konsep matematika dibaliknya. Kemampuan unpacking diasumsikan berhubungan dengan kemampuan konstruksi negasi. Penelitian ini bertujuan untuk menguji hubungan antara kemampuan unpacking dan konstruksi negasi dari pernyataan matematika. Penelitian ini merupakan penelitian kuantitatif dengan metode survey terhadap 35 calon guru matematika. Penelitian ini menggunakan tes yang memuat delapan pernyataan yang diminta untuk di-unpacking dan dikonstruksi negasinya. Data hasil tes dianalisis secara kuantitatif menggunakan statistik deskriptif dan inferensial. Statistik deskriptif menggunakan rata-rata, maksimum, minimum dan standar deviasi. Statistik inferensial menggunakan korelasi product-moment. Hasil penelitian menunjukkan tingkat kemampuan unpacking calon guru matematika berada pada kategori sedang dan kemampuan konstruksi negasi pada kategori sedang. Hasil penelitian juga menunjukkan tidak adanya hubungan signifikan antara kemampuan unpacking dengan kemampuan konstruksi negasi pernyataan matematika. Temuan penelitian mengimplikasikan pentingnya mengembangkan proses dimana calon guru matematika didorong untuk melakukan evaluasi mengenai pernyataan matematika.AbstractThe ability to unpack and construct the negation of mathematical statements is important in understanding mathematical statements, proving and even understanding the mathematical concepts behind them. The unpacking ability is assumed to be related to the negation construction capability. This study aims to examine the relationship between unpacking abilities and the negation construction of mathematical statements. This research is a quantitative study with a survey method of 35 pre-service mathematics teachers. This study uses a test that contains eight statements which are asked to be unpacked and constructed for negation. Data were analyzed quantitatively using descriptive and inferential statistics. Descriptive statistics use mean, maximum, minimum and standard deviation. Inferential statistics use product-moment correlation. The results showed the level of unpacking ability of prospective mathematics teachers was in the medium category and the negation construction ability was in the medium category. The results also showed that there was no significant relationship between unpacking ability and the negation construction ability of mathematical statements. The research findings imply the importance of developing a process by which pre-service mathematics teachers are encouraged to evaluate mathematics statements.

Preservice Elementary Teachers' Noticing Formative Assessment Tamba, Kimura Patar; Cendana, Wiputra
Jurnal Pendidikan Indonesia Vol 11, No 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v11i1.33678

Pre-service teachers learn a lot about educational practice, especially regarding formative assessment, through noticing. For this reason, pre-service teachersâ€™ noticing ability determines the learning process regarding formative assessment. Thus, understanding and analyzing pre-service teachersâ€™ noticing skills is very important. This research is a descriptive qualitative research which aims to analyze the observations of pre-service teachers regarding formative assessment using a video. Data collection was carried out using video task analysis regarding formative assessment. This study involved 69 pre-service elementary teachers. The results of the task analysis were coded with the theoretical coding method. The results of the coding were then analyzed descriptively. The focus of noticing for pre-service elementary teachers is the greatest (71%) on the questioning loop aspect, while other aspects are less than 50% of the participants. No oneÂ pre-service elementary teachers observes the five aspects of formative assessment. For the quality of noticing an average of 2.25-2.85 or between the descriptive level and validation.The characteristics of the focus of pre-service elementary teachersâ€™ noticing regarding formative assessment tend to focus on the questioning aspect and are not comprehensive. Most of the noticing quality of pre-service elementary teachers regarding formative assessment is still at the descriptive and validation level.

Kesalahan Calon Guru Matematika dalam Menggunakan Ukuran Pemusatan: Pengabaian Variansi Kimura Patar Tamba; Meiva Marthaulina Lestari Siahaan; Oce Datu Appulembang
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2806

The measure of the center is an essential topic in statistics. Pre-service mathematics teachers must have the ability to select and use measures of center. The inability to use and select appropriate center measures indicates a low understanding of center measures. Meanwhile, research on the ability to use and select the center's appropriate measures is very limited. This study explores the sources of error for pre-service mathematics teachers in using and selecting the appropriate measures of center. This study involved 177 pre-service mathematics teachers. This research is a qualitative study using the interpretive paradigm. Data were collected using a test containing two problems and clinical interviews. Data were analyzed qualitatively using grouping participant responses based on ways of thinking and ways of understanding to use and select center measures. The results showed that pre-service mathematics teachers could not select an appropriate measure of centers because they were too focused on measures of centers while ignoring the variance. In order to be able to select an appropriate measure of centers because variance must be considered simultaneously. The implication of this study results is the need for a learning approach that introduces concurrent measures of centers with data variance.

Hubungan Keyakinan dan Noticing dari Calon Guru Sekolah Dasar Mengenai Asesmen Matematika Kimura Patar Tamba
Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : Institut Pendidikan Indonesia

AbstrakPenelitian ini dilatarbelakangi oleh pandangan bahwa keyakinan mengenai asesmen mempengaruhi praktek asesmen di dalam kelas. Sementara itu, noticing adalah komponen penting dalam pengembangan kemampuan calon guru untuk memahami praktek asesmen. Tujuan penelitian ini adalah menyelidiki dan mendeskripsikan hubungan antara keyakinan dengan kemampuan noticing dari calon guru sekolah dasar mengenai asesmen matematika. Penelitian ini adalah penelitian kuantitatif korelasional terhadap 68 calon guru sekolah dasar. Data keyakinan mengenai asesmen matematika dikumpulkan dengan menggunakan kuisioner. Sementara data noticing asesmen dikumpulkan dengan video task analysis. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial.. Hasil penelitian menunjukkan tidak terdapat korelasi signifikan antara keyakinan mengenai asesmen dan noticing asesmen. Hasil penelitian juga menunjukkan karateristik noticing cenderung fokus pada aspek “mengajukan pertanyaan” dan tidak komprehensif. Selain itu, calon guru juga cenderung memegang keyakinan produktif namun tidak konsisten. Relationship between Beliefs and Noticing of Pre-service Elementary Teachers Regarding Mathematics AssessmentAbstractThis research is motivated by the view that assessment beliefs affect assessment practice in a classroom. Meanwhile, noticing is an important component in the development of assessment practice. The purpose of this study was to investigate and describe the relationship between mathematics assessment beliefs and noticing mathematics assessment. This research is quantitative with a correlational study involving 68 pre-service elementary teachers. Mathematics assessment belief data were collected using a questionnaire. Meanwhile, noticing mathematics assessment data was collected using video task analysis. Data were analyzed using descriptive and inferential statistics The results showed that there was no significant correlation between mathematics assessment belief and noticing mathematics assessment. The results also showed that noticing characteristics tended to focus on the "questioning" aspect and were not comprehensive. Pre-service elementary teachers also tend to hold productive but inconsistent beliefs.

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment Kimura Patar Tamba; Wiputra Cendana
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 11, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v11i1.8311

This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.

Is project-based transdisciplinary assessment effective in reducing the Mathematical anxiety of pre-service Biology teacher? Jessica Elfani Bermuli; Kimura Patar Tamba
Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.20556

Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.

Dampak Pendekatan Matriks Enam Sel untuk Meningkatkan Kemampuan Pembuktian Calon Guru Matematika Kimura Patar Tamba
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 5 No 1 (2021): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 5 Nomor 1 Tahun 2021
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v5i1.511

Matriks enam sel merupakan kerangka dalam memahami struktur logika dari pernyataan matematika berkuantor. Tujuan penelitian ini adalah untuk menganalisis dampak penggunaan matriks enam sel dalam meningkatkan kemampuan pembuktian pernyataan berkuantor calon guru matematika. Penelitian ini menggunakan desain pre-experimental dengan pre-test dan post-test pada satu kelompok tidak acak. Sampel penelitian ini adalah 35 calon guru matematika. Pengumpulan data pre-test dan post-test menggunakan soal tes yang terdiri dari enam pernyataan matematika berkuantor. Data dianalisis dengan menggunakan statistik deskriptif dan uji Wilcoxon signed ranks. Hasil penelitian menunjukkan bahwa penggunaan matriks enam sel dalam pembelajaran dapat meningkatkan kemampuan pembuktian pernyataan berkuantor calon guru matematika. Secara khusus, kemampuan pembuktian calon guru matematika meningkat secara signifikan pada pernyataan berkuantor eksistensial.

Swafoto Kelompok Sebagai Task Design Permutasi pada Pembelajaran Jarak Jauh Refayafis Naibaho; Kimura Patar Tamba; Yanuar Rahmat Ndraha
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.962

Task design atau desain tugas merupakan komponen penting dalam mendorong terjadinya proses belajar matematika. Tujuan penelitian ini adalah untuk menyusun task design pembelajaran topik permutasi. Penelitian ini melibatkan 80 siswa Sekolah Menengah Atas di Ngabang, Kalimantan Barat pada tanggal 1 Januari sampai 5 Maret 2021. Penelitian ini menggunakan metodologi didactic engineering yang terdiri dari empat tahap yaitu 1) preliminary analysis, (2) design and a priori analysis, (3) implementation, observation, and data collection, dan (4) a posteriori analysis. Task design disusun dengan menggunakan kerangka Teori Situasi Didaktis. Pada setiap tahap, khususnya tahap keempat, data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa untuk materi permutasi dapat dibuat task design berupa swafoto kelompok. Swafoto kelompok merupakan fundamental situation dalam task design yang dikonstruksi dengan kerangka Teori Situasi Didaktis dan sesuai dengan konteks siswa. Task design ini juga mampu mendorong siswa mengkonstruksi pengetahuannya melalui permasalahan swafoto kelompok. Dalam konteks pembelajaran jarak jauh, pada masa pandemi ini, swafoto kelompok merupakan bentuk task design yang kontekstual dan mendorong siswa terlibat aktif karena sifatnya personal. Hasil penelitian ini juga menunjukkan potensi dan penggunaan Teori Situasi Didaktis sebagai kerangka task design pada topik permutasi di Sekolah Menengah Atas.

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar Kimura Patar Tamba; Wiputra Cendana; Jesica Pratiwi
Jurnal Basicedu Vol 5, No 1 (2021): February 2021, Pages 1-445
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i1.573

Keyakinan epistemologis guru terhadap matematika akan mempengaruhi keyakinannya dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui keyakinan epistemologis, keyakinan belajar-mengajar matematika serta hubungan keduanya pada calon guru matematika sekolah dasar. Kami menggunakan metode penelitian kuantitatif dengan menggunakan survei, yang dilakukan kepada 71 orang mahasiswa calon guru sekolah dasar. Hasil penelitian dipaparkan menjadi dua bagian. Hasil pada bagian pertama yaitu deskripsi keyakinan epistemologis akan matematika dan keyakinan akan belajar- mengajar matematika dari calon guru sekolah dasar, menunjukkan bahwa calon guru sekolah dasar lebih cenderung menyakinan matematika adalah pengetahuan statis. Hasil bagian kedua yaitu analisis korelasi antar keyakinan epistemologis akan matematika dengan keyakinan akan belajar-mengajar matematika, menunjukkan bahwa calon guru sekolah dasar cenderung memegang kedua keyakinan epistemologi statis dan dinamis akan matematika. Penelitian ini memberikan implikasi praktis dalam pendidikan, khususnya pendidikan guru sekolah dasar. Temuan ini mengimplikasikan bahwa untuk mengubah praktik belajar-mengajar matematika, harus dimulai dengan menguji ataupun mengubah keyakinan calon guru sekolah dasar mengenai epistemologi matematika.

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