Beliefs of junior high school teachers on learning process on mathematical problem solving

Harisman, Yulyanti; Kusumah, Yaya S.; Kusnandi, K.

doi:10.1088/1742-6596/1157/3/032112

Cited by 16 publications

(16 citation statements)

References 4 publications

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“…If viewed from the learning process of problem solving, teacher professionalism in problem solving and the learning process has not been explored and studied by educational researchers. Researches on this subject can be seen from several studies, namely research Harisman, Kusumah, & Kusnandi (2018, 2019a. Research Harisman et al (2019a) studied categories of teachers' beliefs in the learning process of mathematical problem solving which can be seen in Table 1.…”

Section: Introductionmentioning

confidence: 99%

“…Researches on this subject can be seen from several studies, namely research Harisman, Kusumah, & Kusnandi (2018, 2019a. Research Harisman et al (2019a) studied categories of teachers' beliefs in the learning process of mathematical problem solving which can be seen in Table 1. Teacher considers that in the process of mathematical problems, solving we must remember the definitions/ rules needed to solve the problem Teacher considers that in the process of solving mathematical problems, we must understand the definitions/rules needed to solve the problem Teacher considers that in the process of solving mathematical problems, we must be able to adjust and differentiate the definitions used to solve the problem The categories of teacher beliefs in the learning process of solving problems are graded from good to excellent, along with categories of how teachers reflect the learning process they do in problem solving which can be seen in Table 2.…”

Section: Introductionmentioning

confidence: 99%

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The Teachers’ Experience Background and Their Profesionalism

Harisman

Kusumah

Kusnandi

et al. 2019

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Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Teachers’ Experience Background and Their Profesionalism

Harisman

Kusumah

Kusnandi

et al. 2019

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“…This paper was trying to answer that question. This series of investigations extends earlier work to include the examination of how distance of student home from school, family background of student, Contests -contests like math Olympiads that had been followed might influence problem solving behavior of student (Harisman et al, 2018;Harisman, Kusumah, & Kusnandi, 2019a;2019b;Harisman, Kusumah, Kusnandi, & Noto, 2019;Kariman, Harisman, Sovia, & Prahmana, 2019).…”

Section: Introductionmentioning

confidence: 67%

Experience Student Background and Their Behavior in Problem Solving

Harisman

Noto

Hidayat

2020

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These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.

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“…Hasil dari penelitian ini menyatakan bahwa profesionalisme guru dalam mengajar sangat berkaitan erat dengan HOTS siswa. Harisman, Kusumah, & Kusnandi (2019a) dalam penelitiannya menyatakan bahwa guru yang excellent dalam pembelajaran akan menghasilkan siswa yang canggih dalam capaian pembelajarannya. Selanjutnya Richland & Begolli (2016) melakukan analisis dan menemukan bahwa praktik guru di kelas akan mempengaruhi berpikir tingkat tinggi siswa.…”

Section: Pendahuluanunclassified

Profesionalisme Guru dalam Membuat Soal Higher Order Thinking Skills

Armiati

Subhan

Nasution

et al. 2020

JNPM (Jurnal Nasional Pendidikan Matematika)

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Abstrak. Penelitian ini dilatarbelakangi rendahnya kemampuan Higher Order Thinking Skills (HOTS) siswa Sekolah Menengah Pertama (SMP). Profesionalisme guru sangat erat kaitannya dengan HOTS siswa. Penelitian ini bertujuan untuk menganalisis profesionalisme guru dalam membuat soal HOTS sebelum dan sesudah dilakukan pelatihan. Metode penelitian yang digunakan adalah metode survey. Tujuh belas guru dari 11 SMP se-Kecamatan Padang Utara, Sumatera Barat dijadikan sebagai subjek penelitian. Awalnya guru diminta membuat soal HOTS sebelum diberikan pelatihan. Selanjutnya, para pakar memberikan pelatihan dalam perancangan soal HOTS. Soal HOTS yang disusun oleh guru dianalisis sebelum dan sesudah mengikuti pelatihan. Hasil penelitian menunjukan bahwa 41% guru yang mampu membuat soal HOTS sebelum diberikan pelatihan. Soal HOTS yang dibuat oleh guru masih belum benar, karena kata kerja operasional pada soal masih berada pada level C1-C2. Semua guru dapat membuat soal HOTS setelah diberikan pelatihan. Dari semua guru, 30 % guru mampu memahami sebagian materi pelatihan dan mampu membuat soal HOTS namun masih belum benar dan 70 % guru mampu memahami materi pelatihan dan mampu membuat soal HOTS dengan benar.

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Beliefs of junior high school teachers on learning process on mathematical problem solving

Cited by 16 publications

References 4 publications

The Teachers’ Experience Background and Their Profesionalism

The Teachers’ Experience Background and Their Profesionalism

Experience Student Background and Their Behavior in Problem Solving

Profesionalisme Guru dalam Membuat Soal Higher Order Thinking Skills

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