Mathematical thinking is absolutely essential for school learning at all levels, including the HOT and LOT. The purpose of this study is to characterize the mathematical critical thinking ability pattern using Ennis and Gardner's theory of multiple intelligences. The research conducted in this study is qualitative. Purposive sampling was used in this study, which was conducted at SMPN 29 Bandar Lampung. Five people were involved in this study. To collect data, the researcher used a mathematical critical thinking essay test, a multiple intelligence questionnaire administered by a psychology expert, and in-depth interviews. Techniques for data analysis include data reduction, data visualization, inference, and verification (conclusion drawing and verification). The triangulation technique is used to find the truth of the data. The findings indicated that students were able to articulate the steps involved in developing mathematical critical thinking abilities. Additionally, students are more critical when it comes to problem-solving and approach the problem appropriately. Students provide direct responses rather than generalizations. Mathematics-related critical thinking patterns are frequently inductive.
Prospective mathematics teachers’ students must be able to build didactic situations that encourage students to actively learn. They must also be able to develop lesson plans independently. The facts found include lesson plans in the form of drill activities and the activity of downloading lesson plans from the Internet rather than compiling the lesson plans themselves, which are problems that need to be resolved. This study aims to analyse the learning obstacles experienced by prospective mathematics teacher students in preparing lesson plans. This research was a qualitative didactic design research with a focus on the analysis of didactic and metadidactic situations. The research subjects were three easily accessible prospective teachers, lecture administrators, lecturers from certain courses, and program administrators. Lecturers were chosen through the snowball method. The analysis of prospective teachers learning obstacles was conducted by analysing their actions, formulations, and validations during courses on curriculum analysis, media, and microteaching. The results showed that there were (1) ontogenic obstacles, namely, the readiness of students to attend lectures; (2) didactic obstacles, namely, imperfect learning materials and SLPs (semester lecture plans) that did not include elaborating and studying basic competence as indicators; and (3) epistemological obstacles, namely, the lack of opportunities for students to practise in the field, confirm, and validate the work they had produced with practitioners (i.e., school mathematics teachers). The results showed that there were ontogenic obstacles to student readiness, a didactic obstacle to learning materials used in lectures, and epistemological obstacles to the absence of interaction with schoolteachers. After knowing the learning obstacle of mathematics learning planning lectures, this research has implications for the development of lecture designs that encourage students to produce lesson plans. The lesson plans produced by students make school students learn actively.
Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics. The fact that Mathematical Literacy Skills is the main challenge in learning basic mathematics and can also be used as a key to explore mathematics learning. This article aims to analyze basic mathematical skills related to Van Hiele's project-based learning theory. The following type of research is qualitative research. The subjects of this research are fourth grade students at SDN 2 Korowelanganyar Cepiring Kendal. The instruments used in the study were tests and interviews. The results of the following research show that SDN 2 Korowelanganyar improves students' geometric reasoning abilities and the characteristics of fourth grade geometric reasoning by learning basic mathematical knowledge related to Van Hiele's theory. This shows that learning basic mathematical knowledge by van Hiele's project-based learning theory can improve students' ability to solve geometry problems. AbstrakLiterasi matematik ialah kemampuan seseorang untuk merumuskan, menerapkan, serta menafsirkan matematika. Fakta bahwa literasi matematika adalah tantangan utama dalam pembelajaran matematika dasar serta juga bisa digunakan sebagai kunci untuk mengeksplorasi pembelajaran matematika. Artikel ini bertujuan untuk menganalisis keterampilan matematika dasar yang terkait dengan teori pembelajaran berbasis proyek Van Hiele. Jenis riset berikut ialah penelitian kualitatif. Subyek riset berikut ialah peserta didik kelas IV SDN 2 Korowelanganyar Cepiring Kendal. Instrumen yang digunakan dalam penelitian ialah tes serta wawancara. Hasil riset berikut menunjukkan bahwa SDN 2 Korowelanganyar meningkatkan kemampuan penalaran geometrik peserta didik serta karakteristik penalaran geometrik kelas IV dengan mempelajari pengetahuan matematika dasar yang berkaitan dengan teori Van Hiele. Ini menunjukkan bahwa dengan mempelajari pengetahuan matematika dasar oleh teori pembelajaran berbasis proyek van Hiele mampu meningkatkan kememampuan peserta didik dalam menyelesaikan soal geometri.
This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collected from the sources are the content that is analyzed, and then the code is categorized. These findings suggest that some changes have been made and reflected in the implementation of the classroom, and the student-centered approach has been incorporated into the instruction. On the other hand, some difficulties arise during implementation due to a lack of infrastructure
Tujuan pendidikan nasional dapat tercapai melalui kurikulum yang dapat menjawab tuntutan masyarakat. Membandingkan kurikulum dengan negara lain memiliki tujuan untuk mengetahui persamaan dan perbedaan. Setelah diketahui persamaan dan perbedaan dari negara lain dapat dijadikan masukan kepada pemerintah untuk menyesuaikan kurikulum yang sedang berlaku. Penelitian ini melihat perbandingan kurikulum matematika pendidikan dasar yaitu kelas 1 (usia tujuh tahun) negara Malta dan Indonesia. Setelah dilakukan analisis didapatkan bahwa dari tujuan pendidikan nasional, jenjang pendidikan, cakupan materi matematika, dan pendekatan pembelajaran yang serupa. Perbedaan kurikulum matematika kelas 1 sekolah dasar tidak begitu nampak. Hal ini karena keterbatasan penelitian kedalaman topik yang dibahas.
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