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International Journal of Insights for Mathematics Teaching (IJOIMT)
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26152495     DOI : 10.17977
Core Subject : Education,
Mathematics
International Journal of Insight for Mathematics Teaching is published at most twice a year in October and March. It contain scientific articles on mathematics education written in English. The article is published in form of research results, research review, or even perspectives, opinions, and commentaries on mathematics teaching. Abstracts and full text that have been published on the website can be read and downloaded in
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol 2, No 1 (2019)" : 8 Documents clear
CONVERGENT AND DIVERGENT THINKING IN PROBLEM SOLVING (CASE STUDY ON JUNIOR HIGH SCHOOL STUDENTS) Saleh, Hairus
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

This research involves 38 JUNIOR students with math skills vary, 12 students with high math ability, 18 students with the capabilities of the math medium, and 8 students with a mathematical ability is low. The entire students are asked to work on the problem-solving tests individually, with its main focus are as follows: (1) students were asked to write down what was known to be reserved; (2) write back what is asked the question; (3) write the problem resolution plan; (4) to resolve the issue in accordance with the plans that have been written; (5) try the other possible alternative in resolving problems; (6) rechecking problem resolution. The findings show that students answer math problems solving has diversity which is categorized into four categories: no changes mean, a variability of blind, orthodoxy, and creativity. Students in the creative categories are students who can solve problems by integrating CT and DT by using two models: the CDM and DCM. Students in this category can have opportunities to create and explore the variability.
INTUITIVE UNDERSTANDING OF EARLY ELEMENTARY SCHOOL STUDENTS IN CONSTRUCTING THE AREA Amir, Mohammad Faizal
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

During this time students failed to understand the broad concept of the area because they did not have an intuitive understanding structured beforehand in early grade elementary school students. The research focuses on the strategies and intuitive development of students in measuring the area in 20 third grade students of elementary school. The research method used is descriptive qualitative. Students are given 3 assignments in different times and selected subjects based on different characteristics that appear each one for interviews. The findings of this research are 2 visual-concrete covering strategies and measurement estimation. As well as 6 levels of development of intuitive understanding namely level 0: incomplete covering, level 1: primitive covering, level 2: visual-concrete covering, level 3: covering array constructed from unit, level 4: covering constructed by measurement estimation, level 5: array Constructed constructed by measurement, level 6: array implied, solution by calculation
HOW TO MAKE AN ILL-STUCTURED PROBLEM TO BE WELL DONE? : A STUDY ABOUT DECISION MAKING OF PRE SERVICE MATH TEACHER IN COMPLETING THE STRUCTURE Suwarno, Suwarno
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

Ill-Structured Problem has authenticity, complexity, and openness properties, so that the characteristic of Ill-Structured Problem is unique, especially in incompletely of structure. The qualitative study was held to describe the decision making in completing the structured of Ill Structured problem. The research subjects are 3 out of 22 prospective Mathematics teachers who perform decision making in achieving Ill Structured Problem. The research found that each item shows a different response in the decision-making stage that involves generating, clarifying, and assessing reasonableness idea depend on knowledge, experience in their daily life.   
CRITICAL THINKING SKILLS OF STUDENTS FROM THE ASPECT OF STRATEGY AND TACTICS IN SOLVING MATHEMATICAL PROBLEMS Adinda, Anita
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

This study aimed to determine students' critical thinking skills from aspects of strategy and tactics in solving mathematical problems. This study used a qualitative approach with descriptive methods. The subjects of this study consisted of 5 graduate students in Malang. The instrument used was a test of critical thinking skills from aspects of strategy and tactics and interviews. The results of the description and interview analysis showed that students' critical thinking skills from the aspect of strategy and tactics in solving critical thinking problems were low. For each indicator of strategy and tactics aspects, critical thinking skills from the aspect of strategy and tactics on indicators revealed high-level problems, critical thinking skills from aspects of strategy and tactics to indicators formulated alternative solutions, used arguments and re-examined relatively low.
PROBLEM-SOLVING ASSESSMENT IN MODIFYING TASKS Subekti, Puji
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

An assessment has many benefits, especially in efforts to modify tasks. Often the teacher overrides the process of assessing students in problem-solving. Teachers use easy methods to teach. This causes students only to be able to practice questions and solutions conceptually and cannot develop their creativity in problem-solving. In this study aims to assess prospective teachers to accomplish problem-solving so that they can be creative in modifying tasks for students. The main aspect of this study is to provide an assessment of the problem-solving ability so that prospective teachers can change the new assignment. Students were practicing using an approach to a multi-dimensional perspective SPUR. Can make students excited and try to be creative in modifying the task.
STUDENTS’ MISCONCEPTIONS IN INTERPRETING THE MEAN OF THE DATA PRESENTED IN A BAR GRAPH Rahmatina, Desi; Zaid, Norasykin Mohd
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

Interpreting the mean of the data presented in a bar graph constitutes a mix of two concepts highly useful for testing students? level of understanding of the mean. This study aimed to  describe students? misconceptions in the interpretation of the mean of data that are represented in a bar graph and the causes of such misconceptions and to examine whether misconceptions differed by gender and grade. The participants of this study consisted of 112 students (48 males, 64 females) of the Natural Science program of SMAN 1 Tanjungpinang in three grades?tenth, eleventh, twelfth. Employing a mixed method with an exploratory sequential design, this study collected and analyzed qualitative data prior to quantitative ones. The research identified 12 misconceptions about the mean and 8 causes of such misconceptions, and based on the chi-squared test results, neither gender- nor grade-based difference in students? misconceptions was found. These results have an implication for teachers and other educational stakeholders in considering the achievement of learning objectives and core competences in the learning process, especially in the processing, reasoning, and presentation of the mean of data that are presented in a bar graph.
MATHEMATICAL LITERACY IN ALGEBRA REASONING Syawahid, Muhammad
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

This study aims to describe prospective mathematics teacher?s mathematical literacy in algebra reasoning and thinking process in solving mathematical literacy problems. This study used a qualitative case study approach by choosing two prospective mathematics teacher who solved problems with algebraic reasoning. The result has shown that prospective mathematics teacher has algebraic reasoning in type functional thinking and use generalization in solving mathematical literacy problems. Functional thinking reasoning type used table representation and number manipulation to find and compare the value of charge in justification and decision making, while use generalization reasoning type used supposition, algebra expression, conditioning, and number manipulation to find and compare the value of charge in justification and decision making. Furthermore, use generalization reasoning type interpreted thrice in conditioning before general interpreted.
THE INFLUENCE OF TEACHER'S GESTURES TO STRENGTHENING THE UNDERSTANDING OF MATHEMATICS STUDENTS Syahrir, Nasrun Accung; As'Ari, Abdur Rahman
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

This research examines about gestures that can be used in learning math in the classroom to strengthen the understanding of students of the material being taught teachers, in this article, I showed the evidence taken from the teacher and the student movement for proving that mathematics can be realized. This research is descriptive research with the kind of data analysis on the research of these video recordings of teachers who carry out learning and research subject processed there are 2 teachers from 5 teachers are observed. We present evidence for a student and a teacher produces gestures when they explain the concepts and ideas of mathematics. The results of this study suggested that gestures have the power so that children quickly understand and understand the learning delivered teacher, and any gestures each had a special movement such as; (a) strengthened understanding pointing gestures students through movement within the physical environment, (b) strengthen representational understanding gestures students through mental simulation, action and perception, and (c) empower students through writing movement action be evidence of permanent marks on a sheet of paper, a whiteboard or visual media. Thus, the teacher's gestures are very important because it can strengthen the understanding of students of material studied in class.

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