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All Journal Journal on Mathematics Education (JME) International Journal of Science and Applied Science: Conference Series
Labiba Zahra, Labiba
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Chemistry Education Mathematics Physics

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THE KINDS OF QUESTIONS ASKED BY NOVICE TEACHERS IN LEARNING MATHEMATICS Zahra, Labiba; Kusmayadi, Tri Atmojo; 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.12.2.5267.%p

Abstract

This study described the kinds of questions asked by novice teachers during mathematics learning process in senior high school. This study used descriptive analysis. The subjects of this study were 2 novice teachers who teach mathematics in 10th grade. The result shows that the frequent questions asked by novice teacher based on the objective were compliance questions, rhetorical questions and sometimes prompting questions and probing questions. The frequent questions asked by novice teacher based on the cognitive process dimension of Revised Bloom’s Taxonomy were questions of remembering, questions of understanding, questions of applying, questions of analyzing and questions of evaluating. The novice teacher asked the routine questions which had same thinking level. The question with the highest level in thinking didn’t ask by the novice teacher. 
Descriptive study of the kinds of questions asked by novice teacher on mathematics learning process Zahra, Labiba; Kusmayadi, Tri Atmojo; Usodo, Budi
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 (1058.167 KB) | DOI: 10.20961/ijsascs.v2i1.16712

Abstract

This study described the kinds of a question asked by novice teacher on mathematics learning process of senior high school. The data were collected by passive participation observation and a semi-structured interview. The validity of data was obtained through the triangulation of method, triangulation of time and member check. The data analysis technique used in this study is descriptive analysis. The result of this study showed that at the preliminary activity, the question asked by the novice teacher based on objective only compliance question. At the main activity, the novice teacher asked compliance question, prompting question, probing question and sometimes rhetorical question. The kind of questions based on the cognitive dimension of Revised Bloom’s Taxonomy that was asked by novice teacher only remembering question. At the main activity, the novice teacher asked the question of remember, understand, apply, analyse and evaluate. At the closing activity, the teacher does not ask the question based on objective and Revised Bloom’s Taxonomy. 
Co-Authors Budi Usodo Tri Atmojo Kusmayadi