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Heribertus Soegiyanto, Heribertus
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ELEMENTARY STUDENTS MATHEMATICAL PROBLEM-SOLVING VIEWED FROM INTERPERSONAL INTELLIGENCE Permataari, Desty Ratna; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Online First
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.5387.%p

Abstract

Problem-solving ability is one of the fundamental skills that must be mastered by students because problem-solving skills will help to solve problems in other subjects as well as everyday life. Therefore, the problem-solving ability is a common goal of learning mathematics. Success in mathematical problems solving is influenced by student abilities and skills in creating social relations. Student abilities and skills in creating social relations and to work effectively with others called interpersonal intelligence. This research aims to describe mathematical problem solving of elementary students used the descriptive qualitative method which data was collected through questionnaire, test, and interview. Results showed that students with high interpersonal intelligence could master four indicators of problem-solving, namely understand the problem, devise a plan, carry out the idea, and lock back. Students with average interpersonal intelligence can master understands the problem and design a plan indicator, but sometimes they cant carry out the plan correctly. Students with low interpersonal intelligence just understanding the problem, but they cant devise the plan well.
ELEMENTARY SCHOOL TEACHER’S OBSTACLES IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN MATHEMATICS LEARNING Nurlaily, Vivi Astuti; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.632 KB) | DOI: 10.22342/jme.10.2.5386.229-238

Abstract

This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.
Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning Nurlaily, Vivi Astuti; Soegiyanto, Heribertus; Usodo, Budi
Journal on Mathematics Education Vol. 10 No. 2 (2019): 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 study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.
Co-Authors Budi Usodo Nurlaily, Vivi Astuti Nurlaily, Vivi Astuti Permataari, Desty Ratna