Structuring students’ analogical reasoning in solving algebra problem

Lailiyah, Siti; Nusantara, Toto; Sa’dijah, Cholis; Irawan, Edy Bambang; Kusaeri, Kusaeri; Asyhar, Ahmad Hanif

doi:10.1088/1757-899x/296/1/012029

Cited by 21 publications

(17 citation statements)

References 5 publications

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“…Since joining PISA in 2000 up to 2015, Indonesian students are always in the low rank in terms of their mathematic achievement. In the TIMSS survey, Indonesian students' mathematics achievement is also alarming (Lailiyah et al, 2018). One of the contributing factors to the low PISA and TIMSS results is that students are not accustomed to solving mathematics problems that demand critical thinking skills (Nursyahidah & Albab, 2017).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers

Kusaeri¹,

Aditomo²

2019

INT J INSTRUCTION

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This study aims to (1) measure pre-service teachers' pedagogical belief in the value of teaching Critical Thinking (CT), their preparedness to teach CT, and their preference toward constructivist teaching approaches to develop students' CT skills; and (2) explore the potential links between these pedagogical beliefs and aspects of teacher education experience. Participants were 223 mathematics preservice teachers from 3 teacher education institutions in East Java, Indonesia. Beliefs about the value of teaching CT and perceived readiness to teach CT were measured using Likert-type scales, while preference towards constructivist instruction was assessed using vignettes depicting teaching dilemmas. Participants believed that some CT skills (thinking independently and logical communication) were important, but CT dispositions were not. About 60% believed they are prepared to teach CT and generally preferred constructivist over traditional instruction. Most aspects of the pre-service education were not associated with pedagogical beliefs about CT disposition, perceived preparedness, or preference for constructivist instruction, while some were only weakly associated with belief about teaching CT skills. These highlight the need for mathematics teacher educators to give more emphasis on the importance of CT, especially its dispositional dimensions, and the role of constructivist instruction in developing CT.

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Section: Introductionmentioning

confidence: 99%

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers

Kusaeri¹,

Aditomo²

2019

INT J INSTRUCTION

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“…In this research, it was also found that the mentor teacher understood it more on how to do supervision job during the internship. Likewise the results of research conducted by DeVore et al [33], Linton [34], Hamdi, et al [35] Syurigin and Krasnova [36], Lailiyah et al [37] and Darmawan [38].…”

Section: Education Of Technology Analysismentioning

confidence: 73%

Multimedia Application Development With Islamic Critical Reflection Through 3-2-1 Technique for Novice Teacher Internship Program

Rusydiyah¹,

Rakhmawati²,

Purwati³

et al. 2019

Adv. sci. technol. eng. syst. j.

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The use of technology in the learning process has become the most significant point in helping teachers reaching the objectives of the learning. This study focuses on the use of multimedia by novice teachers in comprehending the internship program's guidance. The Islamic Critical Reflection model is a new and innovative model in the field of education which development is a result of integration between Islamic value and science. This study aims to answer problems related to the internship supervision which occurs among novice teachers. The multimedia application in the form of Flash Macromedia is developed using Islamic Critical Reflection model for internship program of novice teachers at the Tarbiyah and Teacher Training Faculty UIN Sunan Ampel Surabaya. The research design of this study is Research and Development. It includes the process of collecting information, designing a product, validating the design, improving the design, piloting the product, rerevising the product, trying out the product, revising further and creating products for large numbers. The results of this study indicate that the products produced by Macromedia Flash application integrated with Islamic Critical Reflection Model for Tarbiyah and Teacher Training Faculty of UIN Sunan Ampel Surabaya's internship program are feasible to use. The results are from the experts' analysis and users' trials. Experts involved in the validation of this product are Islamic Education specialists, application experts, educational technology experts, and curriculum expert.

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“…This was proven from various researches. The research conducted by TIMSS and PISA states that Indonesia ranked 61 from 65 participants with a mean score of 371 (Lailiyah et al, 2018). This is evidence that students' mathematical reasoning is low.…”

Section: Introductionmentioning

confidence: 98%

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

Hidayat¹,

Surya²,

Sukarno³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This research aimed to determine the effect of the Means Ends Analysis (MEA) learning model on the reasoning skills of planes in the fourth-grade students of the public elementary schools of Nakula cluster of UPTD DIKPORA, Serengan District, Surakarta City in the 2018/2019 academic year. The approach used in this research is a quantitative descriptive approach. The research design is a one-group pretest-posttest, with a population of fourth-grade students in the public elementary schools of Nakula cluster and the sample obtained is SDN Serengan II No. 256 Surakarta. The reasoning-skill test was used to collect the data, which were then analyzed using N-Gain. The research findings stated that there was an increase in reasoning skills. The percentage of indicators of proving and concluding is 89% (high), testing validity 79% (high), guessing 57% (moderate), determining patterns 66% (moderate), and mathematical manipulation 38%. These findings indicate that the Means Ends Analysis (MEA) learning model can improve reasoning skills.

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Structuring students’ analogical reasoning in solving algebra problem

Cited by 21 publications

References 5 publications

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers

Multimedia Application Development With Islamic Critical Reflection Through 3-2-1 Technique for Novice Teacher Internship Program

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

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