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All Journal IJORER : International Journal of Recent Educational Research International Journal of Current Educational Research
Tatag Yuli Eko Siswono
State University of Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring What Teacher's Decision-Making in Designing Mathematical Assignments?: Case Studies in Beginner Taufiq Taufiq; Mega Teguh Budiarto; Tatag Yuli Eko Siswono
IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i4.377

Abstract

Objective: This research uses the M-Four theory to investigate how teachers design mathematical tasks based on contextual problems. Method: The research involves a case study approach, utilizing in-depth observations, interviews, and Mathematical Task Design Sheets (MTDS) for data collection. This study involved one Beginner Teacher (BT) (age 35) participating who was selected based on teacher experiences. Through observation results, a BT who consistently assigns contextual math problems is selected for further analysis. Results: The study's findings reveal that BT tends to produce contextual assignments that primarily focus on the context presented in the textbook, with minimal additions or adjustments based on real-life situations experienced by students. This research contributes to the existing literature on problem-based learning and task design by examining the perspectives of BT. It provides insights for teacher professional development programs and curriculum design. Novelty: The novelty of this research lies in its exploration of how BT designs mathematical tasks based on contextual problems using the M-Four theory.
Profile of Teacher Decision-Making in Designing Mathematical Tasks Based on Teaching Experience Taufiq Taufiq; Mega Teguh Budiarto; Tatag Yuli Eko Siswono; Ahmad Wachidul Kohar
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.221

Abstract

Objective: This research aims to describe the decision-making profile of mathematics teachers in designing mathematical assignments based on teaching experience. Method: The subjects of this study were mathematics teachers in junior high school education units with a bachelor's degree in mathematics education, including one senior teacher (ST) and one novice teacher (NT). The researcher used a task sheet for making a mathematical task design (TSMTD) and an interview guide as instruments for data collection. Results: The results showed that both novice and senior teachers identified problems by mentioning known information, but novice teachers tended to modify textbook assignments as materials for designing questions. In collecting information, beginner and senior teachers compared ideas from previous experiences, but senior teachers considered the context of the questions to be designed. Beginner teachers submitted problems by raising the theme of comparing values and transforming values with different resolution processes, while senior teachers considered several contexts and chose multiple alternative solutions. Both beginner and senior teachers checked all the questions designed and assessed the feasibility of the solutions generated from the task. Novelty: This research contributes to the understanding of the decision-making profile of mathematics teachers in designing assignments based on their teaching experience, highlighting the differences between novice and senior teachers in terms of problem identification, information collection, problem submission, and checking of designed questions.
Developing a GeoGebra-Based Teaching Module on Quadrilateral Area and Perimeter to Enhance Seventh-Grade Students' Critical Thinking Skills Husnuz Zaimah; Tatag Yuli Eko Siswono; Tri Dyah Prastiti
IJORER : International Journal of Recent Educational Research Vol. 5 No. 5 (2024): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i5.631

Abstract

Objective: Seventh-grade students often need help to grasp the concepts of area and perimeter, particularly when applied to real-world problems requiring critical thinking. This difficulty highlights a need for engaging and effective teaching resources beyond traditional methods. Method: This study employed a Research and Development (R&D) approach using the ADDIE model to design, develop, and evaluate a GeoGebra-based teaching module explicitly targeting the area and perimeter of quadrilaterals. The module, designed to foster critical thinking, underwent rigorous validation by media and material experts before being tested for practicality and effectiveness with seventh-grade students. Result: The GeoGebra-based teaching module was valid and practical, receiving high scores from expert evaluations and user feedback. More importantly, the module's implementation positively impacted students' critical thinking skills related to area and perimeter, as evidenced by significant improvement between their pre-intervention and post-intervention assessments. Novelty: This study provides valuable evidence for the efficacy of GeoGebra-based teaching modules in significantly improving critical thinking skills within a specific mathematical context. It addresses a critical gap in existing educational resources by offering a validated, practical, and effective tool that can be adapted to elevate mathematical understanding and cognitive skills in middle school education
Co-Authors Ahmad Wachidul Kohar Husnuz Zaimah Mega Teguh Budiarto Taufiq Taufiq Tri Dyah Prastiti