Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal International Journal of Science and Applied Science: Conference Series These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
T Herman, T
Unknown Affiliation
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Investigating The Use of Knowledge Assessment Rubrics in Vocational Schools in Mathematics Learning Harsela, K; Herman, T
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.332 KB)

Abstract

A rubric is an alternative assessment tool needed by teachers in determining student learning processes. As a guide to assessment, the rubric aims to equalize evaluators’ perceptions and minimize subjectivity. This study aims: (1) to investigate the extent to which assessment rubrics on knowledge aspects are applied in mathematics teaching and learning activities in vocational schools, and (2) to examine the obstacles faced by teachers in the use of knowledge assessment rubrics. This type of research is a qualitative descriptive study, with the research subjects being two teachers of mathematics studies in one of the vocational schools in Dayeuhkolot, Kabupaten Bandung. The methods were to use interview and documentation of data collection in the form of lesson plan that used by the teacher when teaching. The results of the study show that: (1) the use of knowledge assessment rubric at the level of the vocational school is still not well implemented and is also not optimal; and (2) obstacles faced by teachers in the use of knowledge assessment rubrics, namely: a) teachers still find it difficult to make knowledge assessment rubrics, and b) teachers argue that the process of creating knowledge assessment rubrics takes a lot of time
Students’ Learning Obstacles and Alternative Solution in Counting Rules Learning Levels Senior High School Jatmiko, M A; Herman, T; Dahlan, J A
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (472.589 KB) | DOI: 10.20961/ijsascs.v2i1.16716

Abstract

The counting rules is a topic in mathematics senior high school. In the learning process, teachers often find students who have difficulties in learning this topic. Knowing the characteristics of students' learning difficulties and analyzing the causes is important for the teacher, as an effort in trying to reflect the learning process and as a reference in constructing alternative learning solutions which appropriate to anticipate students’ learning obstacles. This study uses qualitative methods and involves 70 students of class XII as research subjects. The data collection techniques used in this study is diagnostic test instrument about learning difficulties in counting rules, observation, and interview. The data used to know the learning difficulties experienced by students, the causes of learning difficulties, and to develop alternative learning solutions. From the results of data analysis, the results of diagnostic tests researcher found some obstacles faced by students, such as students get confused in describing the definition, students difficulties in understanding the procedure of solving multiplication rules. Based on those problems, researcher analyzed the causes of these difficulties and make hypothetical learning trajectory as an alternative solution in counting rules learning.
Co-Authors Harsela, K J A Dahlan, J A M A Jatmiko, M A Sovia, A