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All Journal Journal Focus Action of Research Mathematic (Factor M) Journal of Contemporary Issues in Primary Education
Cahyani, Laila Nur
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Sistem Pendidikan Finlandia: Membangun Kemandirian dan Semangat Belajar Siswa Cahyani, Laila Nur
Journal of Contemporary Issues in Primary Education Vol. 1 No. 2 (2023): Journal of Contemporary Issues in Primary Education
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/3njprp14

Abstract

The Finnish education system has attracted global attention because it has succeeded in forming students who are independent and enthusiastic about learning. The 20th century philosophy of equality and educational transformation is a key foundation, reflected in a holistic approach to student development. Curriculum transformation and formative evaluation approaches are key instruments in achieving this goal. Qualitative methods and literature studies were used in the research to highlight that Finland's success is not limited to academic achievement alone. More than that, this system succeeds in exploring and advancing students' creativity and adaptation skills. This success is not only local, but also has global relevance. Finland's education model provides inspiration for other countries to improve their education systems. This improvement does not only cover academic aspects, but also involves developing students' creative and adaptive skills. This encourages further research and exchange of experiences between countries, reinforcing the idea that Finland's educational philosophy can be the basis for sustainable educational innovation at an international level. Finland's success paves the way for enriching and enhancing global education, making it a valuable source of inspiration.
Kemampuan Literasi Matematika Siswa dalam Memecahkan Soal TIMMS Konten Aljabar Ditinjau dari Pengetahuan Metakognitif Cahyani, Laila Nur; Shodiq, Lukman Jakfar; Agustin, Devi Rahayu
Journal Focus Action of Research Mathematic (Factor M) Vol. 5 No. 1 (2022)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v5i1.646

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa dalam menyelesaikan soal TIMSS konten aljabar ditinjau dari pengetahuan deklaratif, prosedural, dan kondisional berdasarkan indikator kemampuan literasi matematika. Penelitian ini menggunakan metode deskriptif kualitatif untuk menggambarkan kemampuan literasi matematis siswa.  Sebanyak 9 siswa SMP kelas VIII-B Islam Kunir menjadi subjek dalam penelitian ini. Data dikoleksi menggunakan kuesioner pengetahuan metakognisi, tes kemampuan literasi matematika, serta lembar wawancara. Dihasilkan bahwa siswa dengan pengetahuan deklaratif dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa berpengetahuan prosedural dalam menyelesaikan soal TIMSS konten aljabar tergolong tidak mampu pada semua indikator. Pada siswa berpengetahuan kondisional dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa belum mampu menggunakan matematika, menafsirkan dan mengevaluasi solusi matematika.The study's objective was to ascertain the mathematical literacy abilities of the students in solving algebraic content TIMSS questions in terms of declarative, procedural, and conditional knowledge based on indicators of mathematical literacy ability. A qualitative descriptive method is used in the research to examine students' mathematical literacy skills. A total of 9 students of class VIII-B Islam Kunir became the subjects of this study. Data were collected using metacognition knowledge questionnaires, mathematical literacy ability tests, and interview sheets. It was found that students with declarative knowledge in solving TIMSS algebraic questions were only able to formulate real problems in solving mathematical problems. Students with procedural knowledge in solving TIMSS questions with algebraic content are classified as unable on all indicators. Students with conditional knowledge in solving TIMSS questions with algebraic content are only able to formulate real problems in solving mathematical problems. Students have not been able to use mathematics, interpret and evaluate mathematical solutions..
Co-Authors Agustin, Devi Rahayu Lukman Jakfar Shodiq