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All Journal Mosharafa: Jurnal Pendidikan Matematika Pancaran Pendidikan
Imam Sujadi
Sebelas Maret University
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Teachers’ Beliefs and Implementation in Mathematics Learning Ahmad Abdul Mutholib; Imam Sujadi; Sri Subanti
Pancaran Pendidikan Vol 6, No 2 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.817 KB) | DOI: 10.25037/pancaran.v6i2.46

Abstract

The objectives of the research are (1) to identify teachers’ beliefs in teaching, (2) to identify the factors that influence their belief and practice in teaching, and (3) to identify the implementation of teachers’ beliefs in teaching. The subjects of the research are two mathematics teachers. The data are collected through observation, interview, and document analysis. Interactive models from Miles and Huberman were used to examine the data. The findings of this research are: (1) there are some similarities and differences between teachers’ beliefs in a teaching of accountancy and tourism teachers. The similarities and differences are in education and teaching and in curricula. Meanwhile, in teaching profession, the teachers have same beliefs, (2) there are seven factors which affect teachers’ beliefs and practice in teaching that consist of teaching experience, learning experience, classroom management, student’s family, students’ colleagues, motivation, and teaching media, and (3) dealing with teaching practice, accountancy teacher does continuous teaching in which one genre is taught continuously to the next meeting, while tourism teacher does one finished teaching in which one genre is taught in one meeting. In their teaching practice, there are some beliefs about education and teaching and about curricula are not implemented, while beliefs about teaching profession are implemented. The inconsistency between teachers’ beliefs and teaching practices is caused by affecting factors revealed by the teachers. Therefore, it is important for teachers to reduce the factors that impede the smoothness of teachers’ beliefs in teaching practice or even change their teaching belief if it cannot facilitate students to learn.
Analysis of Number Material in Seventh-Grade Mathematics Teaching Materials Based on Praxeology Astiwi Comastika Putri; Imam Sujadi; Laila Fitriana
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2013

Abstract

Ketersediaan buku teks matematika yang tidak sesuai dapat mempengaruhi rendahnya kinerja akademik siswa. Penelitian ini bertujuan untuk menganalisis bahan ajar matematika sekolah dari perspektif praxeologis, di mana peneliti berusaha memahami bagaimana siswa berinteraksi dengan materi yang disajikan dalam bahan ajar, bagaimana mereka membuat keputusan tentang masalah mana yang akan diselesaikan, dan bagaimana desain serta konten buku teks mempengaruhi hasil belajar mereka. Ini adalah implementasi paradigma interpretatif dalam penelitian desain didaktik. (DDR). Melalui studi dokumen (dalam penelitian kualitatif yang dirancang secara fenomenologis) pada bahan ajar matematika sekolah Indonesia versi Kurikulum Merdeka, hasil yang diperoleh adalah: Komponen tugas (T) dalam materi tentang bilangan besar menggunakan teknik operasional; Komponen teknik (τ) sesuai karena informasi yang disampaikan dalam setiap pertemuan memiliki kontinuitas; Komponen teknologi (θ) belum sesuai, sehingga perbaikan dan peningkatan diperlukan dalam pengembangan media pembelajaran berbasis teknologi informasi dan komunikasi; dan Komponen teori (Θ) belum sepenuhnya selaras dengan teori konstruktivis, di mana siswa dapat membangun pengetahuan berdasarkan pengalaman masing-masing.The availability of mathematics textbooks that are not appropriate can influence students' low academic performance. This research aims to analyze school mathematics teaching materials from a praxeological perspective, where the researcher seeks to understand how students engage with the material presented in the teaching materials, how they make decisions about which problems to solve, and how the design and content of textbooks affect their learning outcomes. This implements the interpretive paradigm in didactical design research (DDR). This study will involve three principal stages in the data analysis procedure. Through document studies (in phenomenologically designed qualitative research) on the Indonesian school mathematics teaching materials version of the Merdeka Curriculum, the results obtained are: The task component (T) in the material on large numbers uses operational techniques; The technique component (τ) is appropriate because the information conveyed in each meeting has continuity; The technology component (θ) is not yet appropriate, so improvements and enhancements are needed in the development of information and communication technology-based learning media; and The theory component (Θ) is not yet fully aligned with constructivist theory, where students can build knowledge based on their respective experiences. The praxeological study of this teaching module provides a new perspective on how task design plays an important role in making the presentation of material more acceptable to students.
Co-Authors Ahmad Abdul Mutholib Astiwi Comastika Putri Laila Fitriana Sri Subanti