Problem posing ability among prospective mathematics teachers

Rafi, Ibnu; Sugiman, Sugiman

doi:10.21831/pg.v14i2.29976

Cited by 4 publications

(4 citation statements)

References 23 publications

(43 reference statements)

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“…The meta-analysis found the objective of teaching mathematics was to develop students' problemsolving skills [52]. The meta-analysis results showed the learners excellently solved math problems at all levels of education because of innovative and fun technology.…”

Section: Discussionmentioning

confidence: 99%

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

Ulya,

Sugiman,

Rosnawati

et al. 2024

IJERE

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<span lang="EN-US">Mathematical problem-solving is important for learning mathematics and is needed in the 21st century. In the 21st century, education technology has been complementing every learning activity. Research on learners’ mathematical problem-solving improvement increased rapidly over the last few decades. This study examined the effectiveness of technology-based mathematics learning interventions on learners’ mathematical problem-solving at all levels of education in Indonesia. The researchers only took meta-analysis research from 2015 to 2023 from indexing databases, such as Scopus, Web of Science, Google Scholar, and Science and Technology Index (SINTA) indexers. The collected research articles were from only national journals in Indonesia. The screened data became the research results, containing the mean, standard deviation, number of samples (N), and the scale used in the research. This research had 19 independent studies in this meta-analysis. The data analysis applied meta-analysis, specifically the mean effect size value. The results of data analysis using Jeffrey’s Amazing Statistics Program (JASP) software showed the effective implementation of innovative and fun technology-based mathematics learning interventions. These findings highlighted the importance of incorporating technology into mathematics education and its potential for improving learners’ problem-solving skills.</span>

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Section: Discussionmentioning

confidence: 99%

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

Ulya,

Sugiman,

Rosnawati

et al. 2024

IJERE

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“…The extent to which the assessment that the teacher designs and implements will be able to cultivate HOTS depends on the type, technique, and method of assessment as well as the tasks or problems presented in the assessment. Thus, teachers and prospective teachers need to understand these things, including being competent in developing tests to measure and train students' HOTS, as part of their PCK development (Rafi & Sugiman, 2019).…”

Section: Understanding and Competence Of Teachers And Prospective Tea...mentioning

confidence: 99%

A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills

Jailani,

Retnawati,

Rafi

et al. 2023

EURASIA J Math Sci Tech Ed

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Assessment in mathematics education in the 21st century should be more directed at higher-order thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master’s program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom’s taxonomy. Data collected from the open-ended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students’ knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiple-choice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning.

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“…Integrasi kedua jenis pengetahuan ini disebut sebagai pedagogical content knowledge. Pedagogical content knowledge ini dianggap sebagai persyaratan minimal yang terlebih dahulu harus dikuasai oleh guru untuk menjadi guru yang kompeten (Rafi & Sugiman, 2019). Istilah pedagogical content knowledge, yang selanjutnya disingkat menjadi PCK, pertama kali diperkenalkan oleh Lee Shulman pada tahun 1986.…”

Section: Scan Meunclassified

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Barut

Wijaya

Retnawati

2021

Pytha Jurnal Pend. Math

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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%.

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Problem posing ability among prospective mathematics teachers

Cited by 4 publications

References 23 publications

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

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