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<![CDATA[TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS ]]>
<![CDATA[Bonghanoy, Guillermo Baluyot]]>;
<![CDATA[Sagpang, Alben P.]]>;
<![CDATA[Alejan Jr., Ronnie A.]]>;
<![CDATA[Rellon, Louie Resti]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.6882.289-302
<![CDATA[This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.]]>
<![CDATA[ELEMENTARY SCHOOL TEACHER’S OBSTACLES IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN MATHEMATICS LEARNING ]]>
<![CDATA[Nurlaily, Vivi Astuti]]>;
<![CDATA[Soegiyanto, Heribertus]]>;
<![CDATA[Usodo, Budi]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.5386.229-238
<![CDATA[This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.]]>
<![CDATA[PISA-LIKE MATHEMATICS PROBLEMS: USING TAEKWONDO CONTEXT OF ASIAN GAMES ]]>
<![CDATA[Rawani, Dewi]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Hapizah, Hapizah]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.5243.277-288
<![CDATA[This research aims to produce a valid, practical, and having potential effects PISA-like mathematics problems using taekwondo context in Asian Games. The subjects were MIA 3 student of SMA 10 Palembang. This study was design research of development study in which had two stages: the preliminary and formative evaluation. The formative evaluation includes self-evaluation, one-to-one and expert review, small group, and field test. The context is used to have the students estimate maximum numbers of exercising athletes in a hall with a specific size. The result of the analysis shows that the problems which were reviewed by three expert reviews are valid qualitatively based on the PISA framework; it is also practical and easy to understand the problem. Based on the analysis of students’ answer, the developed problems display potential effects on student’s diverse basic mathematical abilities on the various process of answering the problems. The basic mathematics abilities emerging among which are reasoning and argument ability. It appears that students can develop and solve the problem by modeling using their assumptions. Also, the other ability is designing strategies to solve problems in which students use various procedures in solving problems leading the conclusion.]]>
<![CDATA[EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY ]]>
<![CDATA[Muhtarom, Muhtarom]]>;
<![CDATA[Juniati, Dwi]]>;
<![CDATA[Siswono, Tatag Yuli Eko]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.7326.185-202
<![CDATA[Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.]]>
<![CDATA[EFFECTIVENESS OF GUIDED DISCOVERY-BASED MODULE: A CASE STUDY IN PADANG CITY, INDONESIA ]]>
<![CDATA[Kariman, Delsi]]>;
<![CDATA[Harisman, Yulyanti]]>;
<![CDATA[Sovia, Anny]]>;
<![CDATA[Prahmana, Rully Charitas Indra]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.6610.239-250
<![CDATA[One of the research objectives was formulated to improve the quality of education, namely by understanding the problems of students and teachers. There were three main groups of quality characteristics of education highlighted in scientific and academic literature in Russia, namely the quality of educational objectives, the quality of the educational process, and the quality of educational outcomes. The problem of education in Indonesia is the quality of the education process. The development of teaching materials is an alternative to improve the quality of the education process. Research so far has only focused on the implementation of learning models by teachers in the classroom, but the model is not integrated into the teaching materials used. This paper examines how the effectiveness of a product that has been developed for two years on 27 Indonesian students. The product produced is a guided discovery-based module in the Complex Analysis subject. This product was developed after the preliminary analysis (defining) process. Students are given 16 modules during lectures; then students are given a final test containing all the competencies that must be achieved. Test results are scored, and statistical analyses are conducted to compare them with student score before using the module. The test used is t-test. The design used is one of the experimental research designs, One Shot Case Study. The results of the study showed that students who were taught with modules developed effectively to improve student learning outcomes. Further research can be done by implementing different learning models in teaching materials.]]>
<![CDATA[SAILING CONTEXT IN PISA-LIKE MATHEMATICS PROBLEMS ]]>
<![CDATA[Efriani, Arvin]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Hapizah, Hapizah]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.5245.265-276
<![CDATA[Developing PISA like mathematics problems using daily life context helps to improve the quality of learning. This study aimed to generate a valid, practical, and having potential effects on mathematics literacy ability PISA like mathematics problems with the context of sailing in the 2018 Asian Games. This research involved three expert reviews and 32 fifteen-years-old tenth-grade students of SMA N 10 Palembang, a public senior high school in Palembang Indonesia, as the research subjects. This study used the design research method of development studies type. The data were collected through documentation, walkthrough, tests, and interviews. The problem developed in this study is related to the length of wood required to span the sail. The results show that the problems are valid. The validity was viewed from its compatibility with the PISA framework, in which it had related the problems with daily life context of sailing in the 2018 Asian Games and space and shape content. The problems are also practical, viewed from students' understanding of the problem. And, the problems have potential effects when tested in learning issue of mathematical literacy ability. The dominant ability is reasoning and representation ability, while the communication ability is still low because the students do not give detailed answers.]]>
<![CDATA[COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING ]]>
<![CDATA[Sapti, Mujiyem]]>;
<![CDATA[Purwanto, Purwanto]]>;
<![CDATA[Irawan, Edy Bambang]]>;
<![CDATA[As'ari, Abdur Rahman]]>;
<![CDATA[Sa'dijah, Cholis]]>;
<![CDATA[Susiswo, Susiswo]]>;
<![CDATA[Wijaya, Ariyadi]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.7351.171-184
<![CDATA[Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.]]>
<![CDATA[PRIMARY SCHOOL STUDENTS' ABSTRACTION LEVELS OF WHOLE-HALF-QUARTER CONCEPTS ACCORDING TO RBC THEORY ]]>
<![CDATA[Sumen, Ozlem Ozcakir]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.7488.251-264
<![CDATA[Whole-half-quarter are important mathematical concepts that form the basis of fractions and should be well understood for advancing mathematical topics. The aim of this study is to determine the primary school students' abstraction levels of whole-half-quarter concepts according to RBC theory. The participants of the study are six students (8 age group) from the second grade of primary school. The data of the research which is a case study were collected through worksheets and semi-structured interviews. The data obtained from interviews were analyzed by qualitative data analysis steps. The abstraction levels of students were evaluated according to RBC theory. As a result of the study, it was seen that many of the students could not abstract the whole, half and quarter concepts. It was determined that difficulties of students to abstract the whole-half-quarter concepts resulted from reasons such as not understanding the half and quarter concepts, not being able to divide the whole into two equal parts, not being able to divide one dimensional shapes into half and quarter, generalizing dividing into quarter as putting a "+", not being able to divide into four equal parts for quarter.]]>
<![CDATA[DEVELOPING MATHEMATICS WORKSHEET USING FUTSAL CONTEXT FOR SCHOOL LITERACY MOVEMENT ]]>
<![CDATA[Effendi, Kiki Nia Sania]]>;
<![CDATA[Zulkardi, Zulkardi]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Yaniawati, Poppy]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.7307.203-214
<![CDATA[School Literacy Movement, one of the government's efforts to optimize the ability of students in terms of literacy, needs support from every circle; one of them is from researches in the educational field. This research aims to develop reading texts in a futsal context that will be presented in students’ worksheet with valid and practical criteria that will have a potential effect in mathematics learning. This research is using the design research method with a development studies type that consists of three main steps, such as preliminary, prototyping, and assessment with an evaluation plot formative study that used in a prototyping step, including the self-evaluation, expert review and one-to-one, small group, and field test. The research subjects are the students in 7th grade in one of Junior High School in Karawang. There are some steps taken in the data collection process, such as documentation, walkthrough, questionnaire, test, and interview. According to the data analysis, it can be concluded that this research has been producing a product in the form of thirteen reading the text for School Literacy Movement invalid and practical mathematics learning that will have a potential effect for the students’ learning result in the mathematics learning process.]]>
<![CDATA[DEVELOPING MATHEMATICS QUESTIONS OF PISA TYPE USING BANGKA CONTEXT ]]>
<![CDATA[Dasaprawira, M Noviarsyah]]>;
<![CDATA[Zulkardi, Zulkardi]]>;
<![CDATA[Susanti, Ely]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.5366.303-314
<![CDATA[This study aims to develop a math problem type PISA to familiarize students using problems with PISA standard and produces a valid, practical, PISA context of Bangka (Tanjung Kalian Lighthouse) type and see the basic math skills (KDM) seen from the context of Tanjung Kalian lighthouse. The research method used is design research with the type of research development or development studies. The result of the research is a valid PISA math problem at the expert review stage and one to one, while small group stages do the practicality. The ability that is found in the form of communication, representation, mathematical, reasoning, and argument, and formulates a strategy to solve the problem.]]>
