This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
The purpose of this qualitative research is describing open-ended problem solving assessments for measuring the profile of student's mathematical creative thinking, and describing student's mathematical gender-based creative thinking profile. The assessments forms were open-ended problem solving sheet and interview guide. The research subjects were 3 female and 3 male sixth graders at one of elementary school in Malang, whose mathematical creative thinking capability regarded as high, fair, low level for each gender group. The students whose mathematical creative thinking high have all the three aspects of creative thinking: fluency, flexibility, and originality aspects of creativity. The students who have fair level of mathematical creative thinking fulfill only two aspects that are fluency and flexibility aspects. The students whose mathematical creative thinking low have only fluency aspect. Female students solve mathematical problems more fluently than boys. The male student who has high level of mathematical creative thinking has visual spatial ability better than the same level female student. Also the high mathematical profeciency female student has better mathematical reasoning ability than the male student of the same level.Abstrak: Tujuan penelitian ini mengkaji asesmen pemecahan masalah open-ended untuk mengukur profil berpikir kreatif matematis siswa dan mengkaji profil berpikir kreatif matematis siswa berdasar gender.Asesmen pemecahan masalah open-ended berupa lembar-lembar pemecahan masalah open-ended dan pedoman wawancara untuk mengukur profil berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian terdiri dari tiga laki-laki dan tiga perempuan siswa kelas VI di satu sekolah dasar di kota Malang yang masing-masing berkategori berpikir kreatif matematis tinggi, sedang, dan rendah. Siswa lakilaki dan siswa perempuan yang berkategori berpikir kreatif matematis tinggi memenuhi aspek kelancaran, keluwesan, dan keaslian, yang berkategori sedang memenuhi aspek kelancaran dan keluwesan, sedangkan yang berkategori rendah hanya memenuhi aspek kelancaran. Perbedaan yang terjadi muncul pada aspek kelancaran, yaitu siswa perempuan lebih lancar daripada siswa laki-laki. Siswa laki-laki yang berkategori berpikir kreatif matematis tinggi memiliki kemampuan visual spasial yang tinggi, sementara siswa perempuan yang berkategori berpikir matematis tinggi memiliki penalaran matematis yang tinggi.Kata kunci: asesmen, pemecahan masalah open-ended, berfikir kreatif matematis, gender.
Indonesia has changed the national assessment of school students from the national exam (NE) to the minimum competency assessment (MCA) in 2021. In the minimum competency assessment, one of the student's abilities measured is numeracy skills. So that the valid, practical, and effective assessment instruments that evaluate students' numeracy skills are needed. This study described the feasibility of developing a numeracy test instrument for minimum competency assessments and described students' numeracy abilities. This research was development research. This research involved junior high school students with different mathematical abilities. The data were analyzed descriptively by collecting observations, tests and document analysis. This study showed that the development of test instruments could be used as a reference to measure students' numeracy skills. The test instrument was categorized as very feasible, valid and practical. The test results indicated that there was a potential effect on students' numeracy skills. In solving numeracy test questions, the potential effect of the test instrument on numeracy skills was 75.69%, with the emerging mathematical understanding ability of 80.22%, the ability to apply mathematics in problem-solving by 74.94%, and mathematical reasoning ability of 71.93 %.
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