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All Journal Plusminus: Jurnal Pendidikan Matematika Indonesian Journal Of Educational Research and Review
Pacis, Estrella R.
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Education Mathematics Other

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Computational Thinking in Mathematics Education Across Five Nations Suarsana, I Made; Herman, Tatang; Nurlaelah, Elah; Irianto; Pacis, Estrella R.
Indonesian Journal of Educational Research and Review Vol. 7 No. 1: April 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i1.68202

Abstract

Computational Thinking (CT) has been declared as the basic literacy of the 21st century, as well as reading literacy and numeracy literacy. Awareness about the importance of ICT has been responded very well by various countries by including CT in the school curriculum. This study aimed to analyze the comparison of the integration of CT in mathematics education in 5 countries, namely China, Singapore, United Kingdom (UK), Canada and the United States of America (USA). This study used a systematic literature review method that was carried out with the PRISMA protocol. This study started from identifying the process, assessing, and interpreting all available research evidence. The design used is to summarize, review, and analyse 43 articles in the Scopus database that are very relevant to the research object. The results of the study found that, most research on the integration of CT in mathematics education had been conducted in the USA. The type of research conducted in China was dominated by quantitative research while in Canada and it tended to be qualitative. In China, UK, Canada and USA, most of the research was carried out at the Elementary School level, while in Singapore was carried out at the Junior High School level. This result implies valuable insights for policymakers and educators regarding effective strategies for integrating CT in mathematics learning.
Didactic Transposition of Straight-Line Equations: from Scholarly Knowledge to Knowledge to be Taught Suarsana, I Made; Suryadi, Didi; Nurlaelah, Elah; Jupri, Al; Pacis, Estrella R.
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i2.1528

Abstract

Penelitian ini bertujuan untuk mengkaji proses transposisi didaktik materi persamaan garis lurus dari scholarly knowledge ke knowledge to be taught. Penelitian menggunakan framework didactical design research dengan pendekatan kualitatif dan desain fenomenologi hermeneutik. Sumber data adalah scholarly knowledge berupa buku geometri analitik di perguruan tinggi dan dokumen knowledge to be taught berupa kurikulum dan buku pelajaran matematika SMP kelas VIII. Beberapa temuan permasalahan yang dapat menjadi potensi munculnya hambatan belajar yaitu pernyataan bentuk umum persamaan garis lurus , pendefinisian gradien sebagai rasio jarak atau rasio perubahan, serta penggunaan konteks yang tidak memenuhi asumsi realitas matematika. Temuan ini dapat dijadikan acuan bagi noosfer agar lebih berhati-hati dan melakukan antisipasi dalam merancang kurikulum dan buku pelajaran tentang persamaan garis lurus. This research examines the didactic transposition process of straight-line equation material from scholarly knowledge to knowledge to be taught. The research uses a didactical design framework with a qualitative approach and hermeneutic phenomenological design. The data sources are scholarly knowledge in the form of analytical geometry books at universities and knowledge-to-be-taught documents in the form of curriculum and grade VIII middle school mathematics textbooks. Some of the problem findings that could potentially create barriers to learning include stating the general form of the straight-line equation y=mx+c, defining gradient as a distance ratio or change ratio, and using contexts that do not meet the assumptions of mathematical reality. These findings can be a reference for the noosphere to be more careful and anticipate when designing curricula and textbooks about straight-line equations.
Co-Authors Didi Suryadi Elah Nurlaelah I Made Suarsana I Made Suarsana Irianto Tatang Herman, Tatang