Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal International Journal of Applied Research and Sustainable Sciences (IJARSS) International Journal of Applied Educational Research (IJAER)
Risky Ardian
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
About the Math Performance in Stressful Situations Torang Siregar; Zainuddin `` `Batubara; Risky Ardian; Awal Harahap
International Journal of Applied Research and Sustainable Sciences Vol. 1 No. 1 (2023): September 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijarss.v1i1.306

Abstract

Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environ- ment can adverselyaffect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situation creates worries about the situation and its consequences that compete for the working memory (WM) normally available for performance. Consequently, the performance of individuals who rely most heavily on WM for successful execution (i.e., higher-WM individuals) is most likely to decline when the pressure is on.
Research and Developing Mathematics Knowledge Child Development Perspectives, 2022 Torang Siregar; Ahmad Arisman; Iskandarsyah; Risky Ardian; Awal ````Harahap
International Journal of Applied Research and Sustainable Sciences Vol. 1 No. 1 (2023): September 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijarss.v1i1.318

Abstract

Proficiency in mathematics is critical to success academically, economically, and in life. Greater success in math is related to entering and completing college, earning more in adulthood, and making more optimal decisions concerning health. Knowledge of math begins to develop at a young age, and this early knowledge matters: Knowledge of math at or before school entry predicts outcomes in math and reading across primary and secondary school. More than one children struggle to learn math. For example, only 60% of fourth-grade and 55% of eighth-grade students in the United States performed at or above proficiency in math on the 2020 National Assessment of Educational Progress, and proficiency rates were even lower for African-American and Hispanic children and for children from low-income homes. More than one students do not master challenging math content. Developing strong knowledge about mathematics is important for success academically, economically, and in life, but more than one children fail to become proficient in math. Research on the developmental relations between conceptual and procedural knowledge of math provides insights into the development of knowledge about math. First, competency in math requires children to develop conceptual knowledge, procedural knowledge, and procedural flexibility. Second, conceptual and procedural knowledge often develop in a bidirectional, iterative fashion, with improvements in one type of knowledge supporting improvements in the other, as well as procedural flexibility. Third, learning techniques such as comparing, explaining, and exploring promote more than one type of knowledge about math, indicating that each is an important learning process. Researchers need to develop and validate measurement tools, devise more comprehensive theories of math development, and bridge more between research and educational practice.
What Makes it Special? : Content Knowledge for Teaching Torang Siregar; Awal Harahap; Ahmad Arisman; Hariman Hasayangan Rangkuti; Iskandarsyah; Indra Saputra Harahap; Risky Ardian; Sulhan Daulay; Zainuddin Batubara
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.405

Abstract

This article reports the authors’ efforts to develop a practice-based theory of content knowledge for teaching built on Shulman’s (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying math ematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, mea sures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge (knowledge of content and students and knowledge of content and teaching) and an important subdomain of “pure” content knowledge unique to the work of teaching, specialized content knowledge, which is distinct from the common content knowledge needed by teachers and nonteachers alike. The article con cludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching.
Co-Authors Ahmad Arisman Awal Harahap Awal ````Harahap Hariman Hasayangan Rangkuti Indra Saputra Harahap Iskandarsyah Sulhan Daulay Torang Siregar Zainuddin Batubara Zainuddin `` `Batubara