Focusing in Higher Order Thinking Skill (HOTS) has been main goal in many education curriculums around the world including in Indonesia. Even though the ultimate goal is usually for students to achieve HOTS, it is also important to make sure student already mastered Lower Thinking Skill (LOTS) since it is a prerequisite in the process of using higher-order thinking. Therefore, the goal of the study is to examine student's achievement on LOTS. The paper pencil test with multiple choice format was developed and administrated to 347 students from five different middle schools in Manggarai Timur Regency. The test includes remembering, understanding and applying type of question. The data was analysed using descriptive (mean, maximum and minimum score, and standard deviation) and inferential statistic (Wilcoxon Signed Rank Test). Analysis of the data shows most of student's were categorized as poor level of LOTS. The student achievement on both of LOTS Level (Remembering-Understanding and Applying) also low. Based on the statistics test, it shows that most of students has higher achievement on remember-understanding level than applying level. Meanwhile, it is also found that the main difficulties faced by students related to their lack of understanding on mathematics concepts.
Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasikan pembelajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis pengetahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Penelitian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru matematika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa sebagian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru matematika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%. Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school studentsAbstractTeachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathematics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathematics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferential statistics. The results indicated that most teachers have PCK in the low category, and most students have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achievement by 16,1%.
Teacher has main responsibility to accommodate all students and their learning needs in dynamic classroom situations. This goal can be accomplished if teacher can organize high quality teaching practice to support student’s success. So that teachers must be equipped with wide range of knowledge about how particular mathematics topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners. Such knowledge is known as Pedagogical Content Knowledge (PCK). Many studies have proven PCK as professional knowledge that should be acquired by teacher to make effective teaching. Considering its importance, there must be systematic effort to develop pedagogical content knowledge through professional development. Teacher professional development has been used as the most effective approach to promote teacher change. Accordingly, the purpose of this paper is to explore ways to develop PCK in professional development intervention. The method used in this study is literature review. The review revealed that professional development intervention with collaborative-reflective situation such as: lesson study, analysing student’s work, analysing video of classroom practices, or construction of Content of Representation (CoRe) and Pedagogical and Professional Experience Repertoires (PapeRs) – based program, has positive impact to develop teacher’s pedagogical content knowledge.
Student’s difficulties and low-level thinking in geometry topic is not a new problem in mathematics education. It is portrayed on student’s low achievement both on national and international tests. Van Hiele’s model has been used as a useful framework to justify student’s difficulties as well as their level of thinking in geometry. Therefore, the aim of this study to investigate student’s difficulties and level of thinking using Van Hiele’s theory. Participants in this study were 12th grades vocational high school students. This study is descriptive qualitative research with a phenomenology approach. Data has been collected through a test and interviews. Further, the obtained data were analyzed by looking for a specific theme, then, the researcher found the inter-theme relationship in order to gain a proper understanding of student’s difficulties in geometry and level of student’s geometrical thinking. Based on data analysis, there are some difficulties faced by the student such as, unable to properly identify the geometry shapes based on their formal definition, lack of visualization ability, failed to understand specific terms or symbols of geometry, insufficiency in providing proper reasoning related relationship within geometric shapes. Moreover, it can be concluded that most of the students are on Level 1 of geometry thinking.
The school closure for over a year due to covid pandemic strikes has forced more than 1.6 billion students worldwide to switch their learning process into distance learning. This unprecedented event results in some setbacks in the learning process, and among the detrimental effects is learning loss. This bibliographic review aimed to compare the degree of learning loss due to the covid pandemic in several places worldwide and evaluate what it means for the learning situation and progress in Manggarai Regency, East Nusa Tenggara (ENT). From this study, we found a massive learning loss during the learning-from-home setting for students in many places around the world, including Indonesia. The degree could be varied depending on the way the learning process is conducted. By reflecting on the learning loss-related research from places worldwide, learning loss has the potential to be more detrimental for students in Manggarai since the infrastructure to support remote learning is not adequate enough and not equally distributed. This situation leads to only a limited number of learning instructions that can be applied to support the instruction. Therefore, this paper recommended a more empirical research to measure the magnitude of learning loss in Manggarai while also taking some mitigation strategies to deal with the possible loss.
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