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Wahid Yunianto

SEAMEO QITEP in Mathematics, Yogyakarta

Author-ID : 2999008

Education Mathematics

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Articles

ETHNOMATHEMATICS: PRANATAMANGSA SYSTEM AND THE BIRTH-DEATH CEREMONIAL IN YOGYAKARTA Rully Charitas Indra Prahmana; Wahid Yunianto; Milton Rosa; Daniel Clark Orey
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.12.1.11745.93-112

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.

INDONESIAN MATHEMATICS TEACHERS’ KNOWLEDGE OF CONTENT AND STUDENTS OF AREA AND PERIMETER OF RECTANGLE Wahid Yunianto; Rully Charitas Indra Prahmana; Cosette Crisan
Journal on Mathematics Education Vol 12, No 2 (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.12.2.13537.223-238

Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students’ performances. Previous studies explored teachers’ knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers’ Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of area-perimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning.

Supporting Students’ Understanding of Area Measurement Through Verknippen Applet Wahid Yunianto
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

In this paper, we will present a case study of the possibility of using an applet in the teaching and learning of area measurement. The researcher investigated how an applet can support students’ understanding of the concept of conservation of area. Data were collected through video registration, students’ work and interviews. Students were involved in six meetings around the learning of area measurement. In some meetings, students worked on hands-on activities. For instance, through cut and paste activities, students would acquirethe concept of conservation of area. They witnessed that if there is no part thrown away when cutting and pasting a figure, the area will not change. However, when it comes to reshaping a figure into another one (rectangle), students would use trial and error. Some students would face difficulties reshaping the figures into a rectangle. They could not undo their cutting when they failed in making a rectangle. To some extent, hands-on activities will constrain students. The use of an applet which provides the same activities will help students to be more creative in reshaping a figure. The school has no internet facilities to access the applet. To see the possibilities of an applet to support students understanding, after some weeks, we invited students to play with the applet. We recorded students’ activities in working with the applet. Students were enthusiastic to try when they could not solve the problems. After the session with the applet, students worked on similar problems on paper. They successfully dealt with the problems. It reveals that students prefer to use the applet because they can easily try again when they fail. It shows that students could understand how to measure areas of irregular figures.

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