How teacher professionalism influences student behaviour in mathematical problem-solving process

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

doi:10.1088/1742-6596/1188/1/012080

Cited by 23 publications

(19 citation statements)

References 8 publications

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“…Harisman et al (2018) has also categorized teacher's attitude towards mathematical problem solving and the learning process on mathematical problem solving that can be seen in Table 3. Research Harisman et al (2019b) has also categorized the extension of teacher's didactic and pedagogic in the learning process of problem solving, categorized in good, very good, and excellent which can be seen in Table 4. One-way interaction from teachers to students in mathematical problem-solving process Two-way interaction but not involving other students in mathematical problem-solving process Two-way interaction by involving other students collaboratively in the process of solving mathematical problems These teacher categories influence how students behave in problem solving.…”

Section: Introductionmentioning

confidence: 99%

“…One-way interaction from teachers to students in mathematical problem-solving process Two-way interaction but not involving other students in mathematical problem-solving process Two-way interaction by involving other students collaboratively in the process of solving mathematical problems These teacher categories influence how students behave in problem solving. Research Harisman et al (2019b) examines the influence of teacher professionalism in the learning process on students' problem solving behaviour. The results of this study conclude that teacher professionalism is one of the external factors that influence student behaviour in solving problems.…”

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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“…Selanjutnya bahan ajar yang tepat juga dapat meningkatkan HOTS siswa (Harisman, 2014;Kariman, Harisman, Sovia, & Prahmana, 2019) Beberapa penelitian sudah mengkaji bagaimana profesionalisme guru dalam pembelajaran. Harisman, Kusumah, & Kusnandi (2019b) telah melihat bagaimana guru meyakini pembelajaran dan siswanya. Guru yang meyakini pembelajaran yang dilakukan adalah proses konstruksi oleh siswa, akan mengajar dengan proses constructivism, sedangkan guru yang meyakini pembelajaran adalah proses transfer ilmu, maka guru akan mengajar dengan cara ceramah.…”

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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How teacher professionalism influences student behaviour in mathematical problem-solving process

Cited by 23 publications

References 8 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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