Teachers’ reflections on students’ mathematical problem solving in junior high school

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

doi:10.1088/1742-6596/1088/1/012011

Cited by 15 publications

(17 citation statements)

References 3 publications

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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%

“…Furthermore, in labeling schools, S-1 is for the school one, S-2 for the school two, and S-3 is for school three. Each student had been classified into four behavior in problem solving at Harisman et al (2018) that categories gave named: Apathetic, routine, semi-sophisticate, and sophisticated. The following explanation is in the Table 1 names and abilities of students in each school.…”

Section: Methodsmentioning

confidence: 99%

“…Routine behavior oriented on structured behavior and sophisticated problem solvers oriented on problem solver who can generate their own strategies when they were faced with problems. Harisman, Kusumah, & Kusnandi (2018) found four category of problem solving student behaviour that gave named: Apathetic, routine, semi-sophisticate, and sophisticated.…”

Section: Introductionmentioning

confidence: 99%

“…This research is a continuation of Harisman's research (Harisman et al, 2018) which focuses on what factors influence students' behavior in problem solving. There are two factors that influence student behavior in problem solving, namely internal factors and external factors.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Introductionmentioning

confidence: 67%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experience Student Background and Their Behavior in Problem Solving

Harisman

Noto

Hidayat

2020

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“…Keyakinan guru akan berdampak pada capaian hasil belajar siswa salah satunya adalah cara berpikir tingkat tinggi siswa. Harisman, Kusumah, & Kusnandi (2018) juga mengkaji bagaimana guru merefleksi proses pembelajaranya. Banyak tipe guru yang dideskripsikan pada penelitian ini, diantaranya terdapat guru yang tidak menyadari kesalahannya dalam mengajar, ada guru yang mampu merefleksi pembelajarannya namun tidak mampu memberikan rekomendasi cara belajar yang baik untuk memperbaiki kesalahan yang telah dilakukan, tipe selanjutnya adalah terdapat guru yang mampu merefleksi dan mampu memberikan solusi yang tepat terhadap proses pembelajaran yang telah dilakukan.…”

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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