Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook

Purnomo, Yoppy Wahyu; Sharill, Masitah; Pandansari, Olivia; Susanti, Rika; Winarni, Winarni

doi:10.29408/jel.v8i2.5235

Cited by 3 publications

(5 citation statements)

References 18 publications

(28 reference statements)

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“…The cognitive capacities of students in problem-solving activities are mostly lacking, despite the fact that it is highlighted that the new Bloom's taxonomy is more relevant to current educational demands (Purnomo et al, 2022). Both mathematical competence and mathematical ability are applied synonymously when learning technological statistics and probability.…”

Section: Themes 2: Students' New Skills Developmentmentioning

confidence: 99%

Formulization of Using Technology in Teaching and Learning of Statistics

Tam,

Kaur,

Tan

et al. 2024

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A good teaching and learning session is much more dependent on the aspects of the teacher's subject content knowledge, pedagogical content knowledge and technological content knowledge. All these elements could be developed through the teacher's continuous effort and require the teacher's professional development in using digital technology. Integrating digital technology in teaching and learning plays a big role in effective instruction. It became essential in providing a meaningful learning experience for the students. This study is a conceptualization of the trends of using technology in the teaching of statistics and probability using digital technology. This study explored the learning environment for statistics and probability. Qualitative explorations were used to identify trends in how statistics and probability websites and online applications were used. The result demonstrates the emerging trends in teaching and learning statistics and probability by integrating digital technology which could enhance students' statical and probability thinking. Hence, it can be concluded that teachers should focus more on the ability to use digital technology as well as statistical knowledge and pedagogical knowledge. The implications are teachers' effective instruction and communication, students' learning motivation and could improve students' mathematics achievement. In conclusion, this study recommended that teachers should include using digital technology in their statistics and probability teaching and learning. The development of teaching and learning skills using digital technology could enhance students' abilities like critical thinking, data analysis, and mathematical reasoning. To maximize the advantages of using digital technology in the classroom teachers need to concentrate on improving students' learning skills in probability statistics and pay attention to the technical aspect of teaching statistics and probability using digital technology.

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Section: Themes 2: Students' New Skills Developmentmentioning

confidence: 99%

Formulization of Using Technology in Teaching and Learning of Statistics

Tam,

Kaur,

Tan

et al. 2024

View full text Add to dashboard Cite

show abstract

“…Studies related to textbook research have become a topic of concern for mathematics education researchers in the last two decades (Purnomo, Shahrill, et al, 2022). According to Fan (2013), there are three frameworks to identify and understand textbook research issues.…”

Section: The Focus Of Textbook Research In the Context Of This Studymentioning

confidence: 99%

“…However, we also conducted a vertical analysis of the general description of the textbook, both physically, content order, and general information regarding the number of task items in the textbook. Some researchers have several reasons why they focus on studying mathematical tasks (Bingolbali, 2020;Gracin, 2018;Purnomo et al, 2019;Purnomo, Shahrill, et al, 2022;Wijaya et al, 2015). First, because this section provides opportunities for students to learn independently, both in class, and when doing homework.…”

Section: Analysis Framework In Textbook Researchmentioning

confidence: 99%

“…Mathematics textbooks became important in students' learning achievement in mathematics as it include activities that guide the students on how to learn mathematics and influence teacher instruction (Purnomo et al, 2019;Purnomo, Shahrill, et al, 2022). That is certainly makes sense as textbooks are tools to connect intended and implemented curriculum (Valverde et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Comparative Study of Elementary School Mathematics Textbooks between Singapore and Indonesia: The Case of Fractions

Purnomo,

Fatima,

Amiroh

et al. 2023

Acta Sci.

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Background: Mathematics textbooks are one of the tools that link the expected goals of the mathematics curriculum and its practice in mathematics classes. Thus, reviewing mathematics textbooks between countries is one way to reflect and improve based on good practice. Objectives: To examine the structure and order of contents presented in Indonesian and Singaporean mathematics textbooks, as well as the differences between the two. Design: This research uses textbook comparison study and focuses on how mathematical tasks are presented. The two textbooks compared are Senang Belajar Matematika (Indonesia) and My Pals Are Here (Singapore). Data collection and analysis: We analyzed it by conducting coding based on the adaptation of Gracin's framework which includes five dimensions of analysis: content, mathematical activity, level of complexity, answer form, and contextual features. The validated coding results are used to report research results. Results: Some aspects of competence for each textbook tend to have the same proportions. In the mathematical activity aspect, both provide operation and calculation activities that are more dominant than the others. However, Singaporean mathematics textbooks offer more opportunities for argumentation and reasoning, and interpretation activities, which interpretation activities are not available in Indonesian mathematics textbooks. We also found that both textbooks offer a variety of task activity types, with the Indonesian textbook offering more types. Conclusions: The two textbooks' structure and order of content are significantly different, with the distribution of the number of tasks for each dimension being more even in Singaporean textbook.

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“…If the existing barriers are left alone, it will have an impact on the failure of understanding concepts and students' solving abilities, where this has a direct impact on student learning outcomes, especially in Integral Mathematics subjects. (Kartinah et al, 2020;Nanna & Pratiwi, 2020 ;Purnomo et al, 2022). In addition, the use of media can stimulate students to understand a material.…”

Section: Introdutionmentioning

confidence: 99%

Inventor Media to Overcome Cognitive Barrier on Integral Materials

Kartinah

Prasetyowati²,

Sugiyanti³

2022

AJPM

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Ada banyak penyebab munculnya hambatan; hambatan yang disebabkan oleh materi yang dipelajari sulit, faktor kognitif, hereditas dan didaktik. Salah satu usaha dalam menangani masalah tersebut yang dapat dilakukan adalah memfasilitasi siswa dalam belajar matematika melalui media. Tujuan dari penelitian ini adalah untuk mengembangkan media yang praktis dan valid dengan memanfaatkan aplikasi inventor. Tujuan khusus penelitian pengembangan ini untuk mendeskripsikan pengembangan media pembelajaran materi integral berbasis inventor untuk siswa SMA kelas XI. Penelitian ini mengambil populasi seluruh siswa SMA Laboratorium Universitas PGRI Semarang dengan pertimbangan belum pernah ada penelitian terkait kendala dan pengembangan media dengan mengambil siswa satu kelas XI sebagai sampel. Prosedur pengembangan mengadaptasi model yang dikembangkan oleh Borg and Gall yang mengungkap ada sepuluh tahapan. Namun dalam penelitian ini baru mencapai tahap kelima yaitu revisi produk utama. Hasil menunjukkan proses dan hasil pengembangan media pembelajaran berbasis Inventor untuk mengatasi hambatan kognitif pada materi Integral siswa SMA adalah valid dan layak digunakan karena memenuhi syarat kepraktisan serta validasi ahli Siswa dan guru mata pelajaran matematika memberikan respon yang baik. Pembelajaran matematika dengan media Inventor untuk mengatasi hambatan kognitif pada materi Integral untuk siswa SMA menghasilkan pembelajaran yang efektif berdasarkan nilai rata-rata siswa kelas yang menggunakan Inventor melebihi nilai minimal sehingga kelas eksperimen tuntas. Hasil prestasi belajar pada kelas eksperimen lebih baik dari kelas kontrol.

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Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook

Cited by 3 publications

References 18 publications

Formulization of Using Technology in Teaching and Learning of Statistics

Formulization of Using Technology in Teaching and Learning of Statistics

Comparative Study of Elementary School Mathematics Textbooks between Singapore and Indonesia: The Case of Fractions

Inventor Media to Overcome Cognitive Barrier on Integral Materials

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