Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators.
Keywords: 21st-century mathematical competencies, competency assessment, lecturers' experience in assessment, Mathematics Education Study Program lecturers.
The mission of twenty-first-century education is to construct a knowledge-based society through the integration of Information and Communication Technology in the learning process. Mathematics teachers are required to be able to integrate technology in learning. Appropriate model and instructional media can encourage students’ critical thinking skills. Currently, the learning process not solely takes location in the classroom, however also makes use of digital media, online, teleconferencing, and cellular technology outside the classroom. Various learning applications in mobile devices can be utilized in mathematics learning. Mobile Learning is a learning model that is performed between places by means of the use of technology that is easy to raise when the learner is in a mobile situation. By using mobile learning, the availability of teaching materials can be accessed at any time and interesting material visualization. Mathematics Mobile learning is the use of mobile devices in mathematics learning. TPACK is a framework that describes the relationship and complexity between the three basic components of knowledge (technology, pedagogy, and content). The TPACK framework is a model used for technology integration in education. The suitability of material characteristics with appropriate instructional media, learning model, and technology selection in Mathematics Mobile Learning can improve learning achievement and motivation of learners.
The primary purpose of studying mathematics is that students can solve problems, both mathematical and real-life problems. In this way, mathematical connections play an essential role in enabling students to solve mathematical problems. Students' difficulties in mathematical connections can cause difficulties in solving problems. This study aims to describe the mathematical connections difficulties experienced by students when solving mathematical problems. This study is qualitative with a phenomenological approach. Data were collected by using mathematical connection tests and interviews after the test. The participants of this study were 31 high school students from five schools in Yogyakarta Special Region and Central Java Province, Indonesia. Data analysis began with analyzing all students' answers in solving mathematical problems and categorizing the types of difficulties experienced by students. Thematic analysis of the interview data was conducted to reveal the causes of difficulties experienced by students when making mathematical connections. The findings showed that most students experienced difficulties in making mathematical connections, such as in different representations, part-whole relationships, connections between mathematical concepts, and interrelationships between mathematical procedures. Several causes of such difficulties and further actions were also discussed in this study.
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