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All Journal Mimbar Pendidikan: Jurnal Indonesia untuk Kajian Pendidikan SOSIOHUMANIKA EDUCARE
Rene R Belecina, Rene R
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers Belecina, Rene R; Ocampo, Jr., Jose M
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1758

Abstract

ABSTRACT: There are many factors that influence academic performance of students. Some of these are related to personological, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors that may have direct impact or influence on academic performance are curiosity and epistemological beliefs. The study described the level of mathematical curiosity and epistemological beliefs of first year preservice teachers. Mathematical curiosity includes epistemic curiosity, perceptual curiosity, exploration, and absorption. Epistemological beliefs include certainty of knowledge, source of knowledge, structure of knowledge, control of knowledge acquisition (personal), control of knowledge acquisition (general), and speed of knowledge acquisition. Three research instruments were utilized in this study, namely: Curiosity Inventory, Epistemological Beliefs Inventory, and Mathematics Performance Test. The participants of the study were 167 freshman preservice teachers. Data revealed that mathematics curiosity and epistemological beliefs are significantly related to mathematics performance and they also significantly influence mathematics performance.  KEY WORD: Psychological factor, epistemological beliefs, mathematics curiosity, preservice teachers,and mathematics performance. ABSTRAKSI: “Keingintahuan Matematis, Keyakinan Epistemologis, dan Kinerja Matematika Mahasiswa Calon Guru”. Ada banyak faktor yang mempengaruhi prestasi akademik mahasiswa. Beberapa hal ini terkait dengan faktor personalogis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua dari faktor-faktor psikologis yang mungkin memiliki dampak langsung atau pengaruh terhadap kinerja akademis adalah rasa ingin tahu dan keyakinan epistemologis. Studi ini menggambarkan tingkat rasa ingin tahu matematika dan keyakinan epistemologis mahasiswa guru dalam pra-jabatan tahun pertama. Keingintahuan matematika termasuk rasa ingin tahu secara epistemik, persepsi rasa ingin tahu, eksplorasi, dan penyerapan. Keyakinan epistemologis termasuk kepastian pengetahuan, sumber pengetahuan, struktur pengetahuan, pengendalian akuisisi pengetahuan (personal), pengendalian akuisisi pengetahuan (umum), dan kecepatan akuisisi pengetahuan. Tiga instrumen penelitian yang digunakan dalam penelitian ini, yaitu: Inventarisasi Keingintahuan, Inventarisasi Keyakinan Epistemologis, dan Uji Kinerja Matematika. Para peserta penelitian adalah 167 mahasiswa calon guru. Data mengungkapkan bahwa rasa ingin tahu matematika dan keyakinan epistemologis secara signifikan terkait dengan kinerja matematika dan keduanya juga secara signifikan mempengaruhi kinerja matematika.KATA KUNCI: Faktor psikologis, keyakinan epistemologis, rasa ingin tahu matematika, mahasiswa calon guru, dan kinerja matematika.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the College of Graduate Studies and Teacher Education Research PNU (Philippine Normal University). Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University). Corresponding authors are: rrbelecina@yahoo.com and juno_6970@yahoo.comHow to cite this article? Belecina, Rene R. Jose M. Ocampo, Jr. (2016). “Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.123-136. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (December 13, 2015); Revised (January 29, 2016); and Published (March 11, 2016).
Towards Quality Graduate Mathematics Teacher Education: A PNU CGSTER Tracer Study Belecina, Rene R; Ocampo, Jr., Jose M
SOSIOHUMANIKA Vol 10, No 1 (2017)
Publisher : ASPENSI in Bandung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1125.887 KB)

Abstract

ABSTRACT: Tracer study is one way of evaluating curricular programs, especially in higher education institutions. For the purpose of quality assurance of course programs, higher education institutions can contribute meaningfully by applying the principles of tracer study to create sustainable learning empowerment environment for the continuous professional development of past students. Hence, tracer study can be used for the enhancement of quality course programs offered in higher education institutions to be able to meet the demands of changing educational, socio-economic, industrial and technological demands of the new century. This tracer study evaluated the graduate Mathematics education program in CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. The profile of the graduates of the program was described in terms of biographical characteristics, employment attributes, transition, and professional achievements. Likewise, a retrospective evaluation of the program was also done, which includes the satisfaction of the graduates with services, learning environment, and facilities of the university. The extent to which the graduate Mathematics education program contributed to the general and specific competencies of the graduates was also determined. Findings reveal that the graduates are satisfied with the services and facilities of the university. They find the trainings provided by the Mathematics education program adequate and relevant to the skills and competencies they need in their work.  KEY WORD: Quality Graduate; Mathematics Education Program; Tracer Study; Biographical Characteristics; Satisfaction of the Graduates.  RESUME: “Menuju Kualitas Pendidikan Guru Matematika Pascasarjana: Studi Pelacakan Alumni CGSTER PNU”. Studi pelacakan alumni merupakan salah satu cara untuk mengevaluasi program kurikuler, terutama di perguruan tinggi. Untuk tujuan penjaminan mutu program studi, perguruan tinggi dapat berkontribusi secara bermakna dengan menerapkan prinsip studi pelacakan alumni untuk menciptakan lingkungan yang memberdayakan pembelajaran berkelanjutan bagi pengembangan profesional dengan masa lalu mahasiswa. Oleh karena itu, studi pelacakan alumni dapat digunakan untuk peningkatan program kursus berkualitas yang ditawarkan di perguruan tinggi agar dapat memenuhi tuntutan perubahan dalam bidang pendidikan, sosio-ekonomi, industri dan teknologi pada abad yang baru. Studi pelacakan alumni ini mengevaluasi program pendidikan Matematika pascasarjana di CGSTER PNU (Sekolah Pascasarjana Penelitian dan Kajian Pendidikan Guru, Universitas Pendidikan Filipina) di Manila, Filipina. Profil lulusan program ini dijelaskan dalam hal karakteristik biografi, atribut ketenagakerjaan, transisi, dan prestasi profesional. Demikian juga, evaluasi retrospektif terhadap program juga dilakukan, yang meliputi kepuasan lulusan dengan layanan, lingkungan belajar, dan fasilitas universitas. Sejauh mana program pendidikan Matematika pascasarjana memberikan kontribusi terhadap kompetensi umum dan spesifik lulusan juga ditentukan. Temuan mengungkapkan bahwa para lulusan merasa puas dengan pelayanan dan fasilitas universitas. Mereka menemukan bahwa pelatihan yang diberikan oleh program pendidikan Matematika memadai dan relevan dengan keterampilan dan kompetensi yang mereka butuhkan dalam pekerjaan mereka.KATA KUNCI: Lulusan Berkualitas; Program Pendidikan Matematika; Studi Pelacakan Alumni; Karakteristik Biografi; Kepuasan Lulusan.   About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. For academic interests, the authors can can be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comHow to cite this article? Belecina, Rene R. & Jose M. Ocampo, Jr. (2017). “Towards Quality Graduate Mathematics Teacher Education: A PNU CGSTER Tracer Study” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.10(1) May, pp.45-56. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of the article: Accepted (June 1, 2016); Revised (December 15, 2016); and Published (May 30, 2017).  
Effecting Change on Students’ Critical Thinking in Problem Solving Belecina, Rene R; Ocampo, Jr., Jose M
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.542 KB)

Abstract

ABSTRACT: Critical thinking is the intellectually disciplined process of actively and skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Most formal definitions of critical thinking characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation. Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design participated by a group of graduate students enrolled in Educational Statistics. Four problem situations were utilized that aimed to develop critical thinking of students in problem solving. Students’ critical thinking was measured before and after giving them the problem situations. Results revealed that students’ critical thinking in problem solving significantly improved after using problem situations. The students also expressed positive attitude and sentiments towards the used of these problem situations. It is recommended that these problems situations be used in other topics and areas in mathematics.        KEY WORDS: Problem Situation; Critical Thinking; Problem Solving; Graduate Students; Positive Attitude and Sentiments.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. The authors are able to be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comSuggested Citation: Belecina, Rene R. & Jose M. Ocampo, Jr. (2018). “Effecting Change on Students’ Critical Thinking in Problem Solving” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.109-118. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).
Co-Authors Jose M Ocampo, Jr., Jose M