This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions. To reach the purpose, a task consisted of thirty question items were designed. Participants of the study were thirty-eight Indonesian pre-service secondary mathematics teachers attending mathematics education department at one private university in Jakarta, Indonesia. Based on the analysis participants written responses, this paper revealed participants’ difficulties in providing a proper and consistent definition of the concept of domain and range of functions. We also disclosed the participants’ lack of flexibility in doing translation among representations under the concept of domain and range of function. In general, participants written responses to the task did not provide evidence of a solid understanding of domain and range. There are several implications of these findings offered for secondary mathematics teacher education’s program.

This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented.

Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers’ beliefs. The scale consisted of two factors, namely, causes pertaining to research and causes pertaining to the use of research. The study also showed that most of participants tend to hold negative beliefs, especially pertaining to the use of research. There was significant difference in beliefs related to teaching experience.

This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.DOI:doi.org/10.24071/llt.2018.210203

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AbstrakTujuan dari penelitian ini adalah untuk menyelidiki jawaban mahasiswa dalam menyelesaikan permasalahan logaritma. Penelitian ini menggunakan penelitian kualitiatif deskriptif. Partisipan penelitian ini adalah empat belas mahasiswa Indonesia yang terdaftar di berbagai perguruan tinggi di Ankara, Turki. Mereka menyelesaikan sepuluh pertanyaan logaritma yang diklasifikasikan menurut bagian-bagian dari topik logaritma. Setelah menganalisis jawaban tertulis mereka, wawancara dilakukan untuk mendapatkan penjelasan lebih lanjut tentang strategi mereka dan kesalahan yang umum dilakukannya. Penelitian ini menemukan bahwa berdasarkan pekerjaan masing-masing partisipan dalam menjawab pertanyaan logaritma, terdapat beberapa strategi yang dapat teridentifikasi, diantaranya (a) pengolahan basis, (b) terfokus pada aturan, (c) pemisahan, (d) loncatan berpikir, dan (e) penyesuaian. Bersamaan dengan itu, beberapa partisipan melakukan kesalahan karena memiliki miskonsepsi tentang logaritma, pemahaman aritmatika yang kurang kuat, dan penyalahgunaan konsep aljabar. Implikasi dari temuan ini difokuskan pada belajar dan mengajar logaritma yang disajikan lebih lanjut di dalam artikel.Kata Kunci: permasalahan logaritma, kesalahan umum mahasiswa, strategi mahasiswa, mahasiswa perguruan tinggi Abstract The purpose of the study was to investigate college students' work with logarithm questions. Qualitative descriptive research is chosen to reach the research goal. The participants of the study were fourteen Indonesian students who were enrolled at different universities in Ankara, Turkey. They worked to solve ten logarithm questions which were classified according to the contents. After analysing their written responses, interviews were conducted to obtain further explanation about their strategies and common mistakes. The study found that participants' works in dealing with logarithm questions comprised of (a) processing base, (b) holding the rule, (c) separating, (d) jumping, and (e) conditioning. Therewith, several participants made common mistake because of misconception about logarithm, arithmetical problems, and misuse of algebra concept. Implication of the finding of the study for teaching and learning logarithm were presented.

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Penelitian ini dilakukan untuk menginvestigasi proses kognitif dan metakognitif siswa yang memiliki tingkat kemampuan matematika yang tinggi dalam aktivitas pemecahan masalah dalam kelompok kecil. Dengan menggunakan studi kasus dan model pemecahan masalah yang dikembangkan oleh Artzt dan Armour-Thomas, penelitian ini mengungkap aktivitas pemecahan masalah dari tiga siswa SMP kelas 8 yang menempuh studi di salah satu sekolah menengah swasta di Kota Ankara, Turki. Dalam kelompok kecil, siswa menunjukkan aktivitas kognitif dan metakognitif yang selalu bergantian. Aktivitas metakognitif merupakan aktivitas yang paling menonjol dan memainkan peranan penting dalam proses menemukan penyelesaian dari masalah yang diberikan. Wawancara terhadap siswa juga dilakukan untuk menginvestigasi cara berpikir, kontribusi, dan kesadaran yang mempengaruhi interaksi dan aktifitas pemecahan masalah mereka. Kemampuan matematika siswa yang tinggi membuat interaksi dalam kelompok kecil menjadi lebih fleksibel. Penelitian ini menjadi dasar yang kuat untuk penelitian selanjutnya mengenai aktivitas pemecahan masalah matematika dalam kelompok kecil bagi siswa yang memiliki kemampuan matematika tingkat tinggi.