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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika Undiksha Wahana Matematika dan Sains Jurnal Natur Indonesia Jurnal Pendidikan Sains Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Elemen Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Wacana Akademika : Majalah Ilmiah Kependidikan PRISMA ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA IndoMath: Indonesia Mathematics Education Journal of Teaching and Learning in Elementary Education JTAM (Jurnal Teori dan Aplikasi Matematika) Cetta: Jurnal Ilmu Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Beta: Jurnal Tadris Matematika Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Ilmiah Sekolah Dasar Prima: Jurnal Pendidikan Matematika PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA International Journal of Insights for Mathematics Teaching (IJOIMT) Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Eduproxima : Jurnal Ilmiah Pendidikan IPA Ideguru: Jurnal Karya Ilmiah Guru G-Couns: Jurnal Bimbingan dan Konseling Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Kajian Matematika dan Aplikasinya LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal of Integrated Elementary Education Journal of Innovation and Research in Primary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Innovation and Sustainable Empowerment International Education Trend Issues Electronic Journal of Education, Social Economics and Technology Jurnal MIPA dan Pembelajarannya Unnes Journal of Mathematics Education Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education
Toto Nusantara
Universitas Negeri Malang
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Journal : Journal on Mathematics Education

 1 
Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices Suryanti, Sri; Nusantara, Toto; Parta, I Nengah; Irawati, Santi
Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i2.pp257-274

Abstract

Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.
Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes Matitaputty, Christi; Nusantara, Toto; Hidayanto, Erry; Sukoriyanto
Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i3.pp393-414

Abstract

Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students’ mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers’ pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.
How mathematics teachers' special knowledge changing: A case study in the Professional Teacher Education program Matitaputty, Christi; Nusantara, Toto; Hidayanto, Erry; Sukoriyanto
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp545-574

Abstract

The COVID-19 pandemic has catalyzed the widespread adoption of distance learning, necessitating a comprehensive understanding of how teacher knowledge evolves within the context of Teacher Professional Education (TPE) programs. Some research endeavors may employ evaluation methodologies that inadequately capture the nuanced dimensions of knowledge, highlighting the necessity for greater incorporation of evidence-based approaches in the formulation and assessment of teacher development initiatives. This study employs a qualitative methodology to explore the evolution of Mathematics Teachers' Specialized Knowledge (MTSK) within the framework of a TPE program. Data were gathered through the engagement of three educators in the preparation and execution of lessons on permutation and combination via a Learning Management System (LMS), coupled with in-depth interviews. The findings underscore the TPE program's role in fostering collaborative learning environments through participation in online educational communities. Teachers are shown to be increasingly integrating technology into their pedagogical practices, albeit with varying degrees of proficiency. The presence of Professional Learning Communities (PLCs) is identified as instrumental in supporting educators in refining instructional strategies to enhance teaching effectiveness. Nevertheless, there remains a subset of teachers necessitating more profound and more comprehensive content knowledge about their subject matter. These insights emphasize the importance of designing TPE programs that offer sustained and adaptable professional development opportunities to facilitate continuous growth among educators. Consequently, it is recommended that online learning communities geared toward addressing the diverse learning requirements of students be established, thereby aiding in the identification and resolution of pedagogical challenges.
Co-Authors Aba, Maria Martini Abadyo Abadyo Abdur Rahman As’ari Ade Eka Anggraini Adi Atmoko Adika Setyo Budi Lestari Ahmad Fathoni Abas Ahmad Hasan Saifurrisal Ahyani Mirah Liani ALFARIS, RENALDY Alkans Sofyawati Sutrisno Andayani, Nita Dwi Andika Setyo Budi Lestari Anggraheni, Ika Arfan Triwiratman Aynin Mashfufah Basuki Widodo Bayat, Palgunadi Abdulah Bayu Nugroho Bhakti Setya Budi Budi Sasomo, Budi Budi, Bhakti Setya Candra Utama Choerul Anwar, Choerul Cholis Sa’dijah Christi Matitaputty Christina Martha Laamena Chusnul Ma'rifah Devita Rizka Utami Dewi Astutik Didimus Nuham, Didimus Dimas Galih Dwi Pangasta Dwi Agus Sudjimat Dwita Tyasti Asri Eddy Bambang Irawan Edy Bambang Irawan Elly's Mersina Mursidik Emanuel, Endrayana Putut Laksminto Emerensiana Nona Ana Erry Hidayanto Evi Lutviana Faizah, Siti Faizatul Munawaroh Faula Rossydha Fitri Kumalasari Ghazali, Norliza HAFIIZH, MOCHAMMAD Hakqi, Atika Nurul Harfin Lanya, Harfin Harsayandaru Himawan Hasanah, Muhammad Isnin Hery Susanto Hery Susanto I Made Sulandra I Nengah Parta Imanuel Hitipeuw Imro'atul Mubarokah Indah Sukowati Indrawatiningsih, Nonik Indriati Nurul Hidayah Intan Sari Rufiana Intan Sari Rufiana Irianto, Savitri Oktavia Iska Agustina K., Shirly Rizky Kadek Adi Wibawa Kamirsyah Wahyu Khairiyatun Nisak Dzikiyan Khoerul Umam khusnul khotimah Kristayulita Kristayulita Laelinatul Choeriyah Lely Purnawati Lestari, Andika Setyo Budi Lia Budi Tristanti Linarsih, Yanti Lingga Nico Pradana Lingga, Leny Julia Luthfiyah, Hullatul Makbul Muksar Mardhatillah Mardhatillah, Mardhatillah Masfufah, Aynin Masfufha, Aynin Mat, Hamidah Mauidah, Siti Meliyana Raharjanti Meliyana Raharjanti, Meliyana Miswanto Miswanto Mohammad Dadan Sundawan Mohammad Imam Utoyo Mohammad Ridhoi Mohd Nasir, Farah Damia Mubarokah, Imro'atul Muhammad Amin Muhammad Irfan Muhammad Noor Kholid Muliana Sari Murpratiwi, Gendis Musnar Indra Daulay Nata Amanda Nazihah, Dia Ayu Ngesti, Nisaa Arta Ningtyas, Yoga Dwi Windy Kusuma Nurhaswinda Nurul Subahtul Oktaviani Adhi Suciptaningsih Olga Putriana Wati Parida Parida Patma Sopamena Pratiwi, Enditiyas Pratiwi, Nike Qohar, Abd. Ratnaningsih, Ari Juni Rohyatun Handayaningsih Rosevita Melati Ruli Andriani Rusdial Marta Rustanto Rahardi Saidah Ajilatun Nahdawiyah Sari, Diki Puspita Satriya Adika Arif Atmaja Satriya Adika Arif Atmaja SATRIYAS ILYAS Savitri, Intan Carolina Septiadi, Dimas Danar Shirly Rizki Kusumaningrum Shofi Farihah Muazarah Sisworo Siti Faizah Siti Lailiyah Siti Salina Mustakim Slamet Slamet Arifin Slamet Arifin Slamet Arifin Sri Mulyati Sri Mulyati Sri Rahayuningsih Sri Suryanti Subanji Subanji Suci Yuniati Sudirman Sudirman Suhariningsih Sukoriyanto Sukoryanto Sukoryanto Sumianto Sumianto Susiswo Swasono Rahardjo Swasti Maharani Swasti Maharani Swasti Maharani Swastika, Galuh Tyasing Syaiful Hamzah Nasution Syarifatul Maf’ulah Tasni, Nurfaida Tjang Daniel Chandra Tri Kuncoro Wangguway, Yustinus Wati, Pulia Widuri, Nabila Ekaputri Worowirastri E., Dyah Yahdillah, Nawal Yayuk Kuswanti Yenni Fitra Surya Yulia Primantari Yundari, Yundari Yuniartiningsih Yuniartiningsih Yusuf Hanafi Zayyadi, Moh Zulfah Zulfah Zuniga, Kristina