Development of Didactical Design of Mathematics Pedagogy Through Professional Program of Mathematics Teacher Education

: This paper discusses about developing model of didactical design on mathematical pedagogy in the area of mathematics. Subject matter proficiency and didactical pedagogy competences of teachers were not mutually exclusive, so the specific studies on how to teach mathematics that anticipate the combination of both subject and pedagogical knowledges, called Mathematical pedagogy (Backer, 1991), need to be conducted. In designing model that can change the participants to become professional mathematics teachers, a didactical design was used as a framework. Further step, the didactical triangle by Kanasen (2003) was used as a guideline by integrating didactical-pedagogical anticipation. How was the step of metapedadidactic, the context of mathematical pedagogy, and how to develop an appropriate design for developing didactical design model in the study of educational program for develop professional teacher education program (PTEP) or Pendidikan Profesi Guru (PPG) of mathematics, later on will be called PTEP. The product of this study is theoretical and empirical models in didactical pedagogical design based on the subject of mathematical pedagogy

Heterogeneity of problem-based learning outcomes for improving mathematical competence: A systematic literature review

Abstract This study aims to analyze the impact of the application of Problem Based Learning (PBL) on improving the mathematical competence of elementary, junior high and high school students. The method used is a Systematic Literature Review (SLR). The sample consisted of 117 experimental research results on the effect of PBL on improving mathematical understanding, problem-solving, creative thinking skills, or mathematical literacy. The research was conducted in all related classes. Samples were taken from indexed journals published in the 2010-2020 period. The key question of this research is how to describe the effect of PBL on students’ mathematical competence, in terms of year of study, study level, duration of experiment, and sample size. Through SLR method it was found that there was an increase in the number of studies over ten years. Based on the study level research on junior high school students was more dominant, based on the duration of experiment, more research was conducted in junior high schools, and based on the sample size research was mostly conducted in classes with 30 or more subjects.</jats:p

An analysis of mathematical reflective thinking skills of senior high school students

Abstract The present study aims to describe mathematical reflective thinking skills of senior high school students according to the problems which examine mathematical reflective thinking skills of integrals subject matter. The method in this study was qualitative with phenomenological approach. Six students of grade XI in a senior high school in Banda Aceh City were selected as the subject. The data were collected through a test consisting of mathematical reflective thinking skills problems, interviews, and documentation. The indicators of mathematical reflective thinking skills include identifying problems, interpreting problems, evaluating problems, predicting problem-solving, and drawing conclusions. The results show that there are students who have not been able to identify problems clearly and correctly, all students have not been able to interpret the integral-related problems clearly and correctly, some students have not been able to evaluate the integral-related problems clearly and correctly, some students have not been able to predict the integral-related problems clearly and correctly, and some students have not been able to draw conclusions regarding the integral-related problems clearly and correctly.</jats:p

Studies of level visual thinking in geometry

Abstract Learning mathematics is how students get information that is built capable of solving a problem. One way of thinking someone is by visual thinking. Visual thinking has an important role in the success of mathematics learning, especially in solving mathematical problems that require high-level reasoning, one of them in solving the problems of abstract geometry. Although to help students develop their ability to think visually or visualize, first the teacher must pay attention to the level of visual thinking of students. This paper aims to determine the level of visual thinking in geometry. Based on the results of the literature review the authors built three levels of visual thinking in geometry, level 0: Non-visual (NV), level 1: local visual (LV) and level 2: Global Visual (GV).</jats:p

Analysis of the indicators forming the mathematical resilience of high school students

Abstract When students learn to solve a problem in mathematics, they often face difficulties and challenges. The positive attitude of students in dealing and overcoming various problems that arise is known as mathematical resilience. Students with good mathematical resilience will be tough in solving various problems and will certainly get good learning outcomes. This study aims to analyze the variables that form the mathematical resilience of high school students. The subjects in this study were 110 high school students. The method used in this study is a quantitative descriptive method using Confirmatory Factor Analysis (CFA) techniques. Each respondent is given a mathematical resilience scale consisting of 25 statements which are the variables forming the mathematical resilience. The findings in this study indicate that seven main indicators that form mathematical resilience can be formulated in high school students. Each indicator is composed of several variables which are the constituent variables of the mathematical resilience ability. These indicators can be used as a foundation for further study of the mathematical resilience analysis of high school students.</jats:p

Mathematics Learning for Students with Special Needs During the Covid-19 Pandemic

AbstractStudents with special needs need special attention when learning during this pandemic because of the limitations they have, especially in learning mathematics. Therefore, the purpose of this study is to describe how mathematics learning for children with special needs during the Covid-19 pandemic is implemented. Therefore, the method in this research is the descriptive qualitative method. The data collection technique used in this research is the study of documentation and interviews with respect to their respective guidelines. Qualitative data were obtained through interviews with teachers accompanying inclusive students as key informants. Documentation is done to see an overview of the teaching materials used by the teacher. The subjects in this study were special guidance teachers for special needs students as many as 2 people from 2 different inclusive schools in the city of Bandung. The results of this study are that. At the beginning of the pandemic, Alam Bandung School implemented online learning, but the rules applied at the school became chaotic, students could not focus during video conferencing, and students’ cognitive abilities decreased, especially in mathematics. Therefore, learning is carried out offline even though it is only 3 days filled with therapy, deepening material and assignments for home. At Mutiara Bunda School, at the beginning of the pandemic, online learning was carried out using Google Meetings and task collection through Google Classroom. Teachers design their own learning tools such as home learning guides for each special needs students so that learning objectives can still be achieved even though they are studying from home.</jats:p