Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of VTR in Lesson Study

Most (mathematics) teachers candidates have little opportunity to observe effective teaching in an actual classroom as many of their first learning experiences were based in a traditional classroom where rules were applied methodically to solve problems. In other words, they lack the experience base to meaningfully observe the classroom’s complex and rapid interactions. The use of video tape recorder (VTR) is one of the aspects of developing ICT to promote teachers professional development. Through Lesson Studies activities, some Indonesian teachers have experiences to reflect their teaching through VTR. Reflecting good teaching practice of mathematics form different context through VTR was proved to evidently encourage and motivate teachers to improve their teaching competencies. In some parts of the activities of teachers professional development programs in Indonesia, year 2002‐ 200, the reflections through VTR of Japanesse context and Indonesian context resulting teachers’ perception that it was a good model of mathematics teaching that can possibly be implemented in Indonesia. However, the techers were aware that to implement such good model there are some fundamental constraints should be overcome. Key Words: ICT, VTR, professional development, mathematics teacher, lesson stud

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN PENDEKATAN SAINTIFIK UNTUK PEMBELAJARAN MATEMATIKA PADA MATERI GEOMETRI SMK BIDANG TEKNOLOGI

Penelitian ini bertujuan untuk mendeskripsikan kualitas hasil pengembangan perangkat pembelajaran berupa RPP dan LKS berbasis etnomatematika dengan pendekatan saintifik untuk pembelajaran matematika pada materi geometri SMK bidang teknologi. Ada tiga aspek kualitas yang diteliti yaitu kevalidan, kepraktisan dan keefektifan. Subjek penelitian adalah peserta didik kelas X TL 3 dan guru mata pelajaran di SMK Negeri 3 Yogyakarta. Pengembangan perangkat pembelajaran dalam penelitian ini menggunakan model pengembangan ADDIE yang meliputi analysis, design, development, implementation dan evaluation. Penilaian kevalidan RPP dan LKS dilakukan oleh dosen ahli materi, ahli desain, dan guru mata pelajaran dengan mengisi instrumen validitas. Penilaian kepraktisan dilakukan oleh guru mata pelajaran dan peserta didik dengan mengisi angket respon. Penilaian keefektifan LKS dilakukan dengan analisis nilai sikap, keterampilan dan tes hasil belajar sedangkan keefektifan RPP dilakukan dengan observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran RPP memiliki nilai kevalidan 3,73 dan LKS memiliki nilai kevaildan 3,91 (dengan maksimal 5). Kemudian perangkat pembelajaran juga mendapat skor 4,10 dalam segi kepraktisan, 54,17 persen dalam segi keefektifan LKS dan 79,68 persen untuk proses pembelajaran. Kata kunci: perangkat pembelajaran, etnomatematika, saintifik, geometr

INTEGRASI NILAI-NILAI SPIRITUAL DALAM MATERI RELASI

The purpose of this study was to express spiritual values in mathematic learning of Relations. This study was a qualitative research with a case study method with a grounded theory approach. The research subjects were mathematics teachers and 2ndstudents of MTs 1 Banyumas who were selected using purposive sampling technique. Methods of data collection through in-depth interviews, observation, and document studies. Data were analysed with inductive method and discribed with narative. The results showed that the spiritual values in relation material can be extracted from the ontological concept of relations. Spiritual values in Relationships philosophically contribute to the development of the structure of human lif

Character Education Application in Thematic-Integrative Learning of Curriculum 2013

This research development aims to produce thematic-integrative teaching materials based on a scientific approach. The product produced aims to develop a confident character. Teaching materials developed get positive responses from students with excellent task completion achievement, amounting to 81.5%. This is evidenced based on the results of expert assessments which show that teaching material developed from the aspect of content eligibility is categorized as "very good" with an average of 64.5, aspects of language are categorized as "good" with an average of 31, aspects of presenting the category of "very good" with an average of 59, and the aspect of graphics categorized as "very good" with an average of 55. Thematic-integrative teaching materials based on a scientific approach with the theme "Beautiful Togetherness" to develop self-confidence and improve learning outcomes of grade IV elementary school students in learning

Initial perception of junior high students on ethnomathematics-based online learning during the COVID-19 pandemic

This research aimed to determine the students' initial perception in Islamic-based junior high school and Madrasah Tsanawiyah (MTs) in Yogyakarta toward ethnomathematics-based online learning during the COVID-19 pandemic in 2020. The descriptive quantitative method was employed through a questionnaire for data collection followed by descriptive statistical analysis. The research population were 600 junior high students and MTs in Yogyakarta. The instrument was validated by expert judgment and proved reliable as research means with Cronbach’s Alpha coefficient of 0.873. Results indicated students' perception in several categories: strongly positive by 7% or 42 students, positive by 23% or 138 students, moderate by 40.67% or 244 students, negative by 24% or 144 students, and strongly negative by 5.33% or 32 students. The general conclusion was that junior high and MTs students in Yogyakarta had moderate initial perception toward ethnomathematics-based online learning during the COVID-19 pandemic

Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes?

This study was aimed to describe the effectiveness of peer tutoring method with Realistic Mathematics Education approach applied in inclusive classes to improve slow learners' mathematics attitudes. Type of this research was quasi experiment with one-group pretest-posttest design. The sample was chosen by using convenience sampling from slow learners of VII Grade Junior High School which consisted of 31 students scattered into 3 inclusive classes. The instrument used in this study was a non-test instrument in form of questionnaires. The effectiveness criteria in this study was based on 1) the average score of final questionnaire was higher than the initial questionnaire score, 2) the final questionnaire score shows that more than 75% of the whole students gained the minimum “good” criteria. The result shows that applying peer tutoring learning method with Realistic Mathematics Education approach in inclusive classes was effective to improve slow learners' mathematics attitudes

Developing The Attitude And Creativity In Mathematics Education

The structures in a traditionally-organized classroom of mathematics teaching can usually be linked readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work, teacher’s initiation, teacher’s direction and strongly teacher’s expectations of the outcome of student learning. If the teacher wants to develop appropriate attitude and creativities in mathematics teaching learning it needs for him to develop innovation in mathematics teaching. The teacher may face challenge to develop various style of teaching i.e. various and flexible method of teaching, discussion method, problem-based method, various style of classroom interaction, contextual and or realistic mathematics approach. To develop mathematical attitude and creativity in mathematics teaching learning processes, the teacher may understand the nature and have the highly skill of implementing the aspects of the following: mathematics teaching materials, teacher’s preparation, student’s motivation and apperception, various interactions, small-group discussions, student’s works sheet development, students’ presentations, teacher’s facilitations, students’ conclusions, and the scheme of cognitive development.In the broader sense of developing attitude and creativity of mathematics learning, the teacher may needs to in-depth understanding of the nature of school mathematics, the nature of students learn mathematics and the nature of constructivism in learning mathematics. Key Word: mathematical attitude, creativity in mathematics, innovation of mathematics teaching,school mathematics

PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN SAINTIFIK BERORIENTASI MASALAH OPEN-ENDED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA PADA MATERI BANGUN DATAR SEGIEMPAT KELAS VII SEKOLAH MENENGAH PERTAMA (SMP)

Tujuan penelitian ini adalah untuk mengembangkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar kegiatan Siswa (LKS) pada materi bangun datar segiempat dengan pendekatan saintifik berorientasi masalah open-ended. Kualitas produk pengembangan dinilai berdasarkan: 1) aspek kevalidan, 2) aspek kepraktisan, dan 3) aspek keefektifan. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE yang meliputi Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah siswa kelas VII C SMP Negeri 1 Yogyakarta sebanyak 34 siswa yang dipilih secara acak. Instrumen yang digunakan untuk memperoleh data kualitas perangkat pembelajaran yaitu: 1) lembar penilaian RPP dan LKS untuk mengukur kevalidan; 2) angket respon siswa dan lembar observasi keterlaksanaan pembelajaran untuk mengukur kepraktisan; dan 3) tes kemampuan berpikir kreatif untuk mengukur keefektifan. Hasil penelitian menunjukkan bahwa: (1) perangkat pembelajaran memenuhi kriteria valid ditunjukkan dengan perolehan skor rata-rata RPP yaitu 1 dari skor maksimal 1 menggunakan skala Guttman, dan 3,76 dari skor maksimal 5,00 menggunakan skala Likert. Sementara LKS memperoleh skor rata-rata 3,76 dari skor maksimal 5,00; (2) perangkat pembelajaran memenuhi kriteria praktis untuk LKS yang memperoleh skor rata-rata 3,8 dari skor maksimal 5,00, dan tidak praktis untuk RPP dengan rata-rata persentase keterlaksanaan pembelajaran sebesar 78,82 %; (3) perangkat pembelajaran tidak efektif berdasarkan hasil posttest kemampuan berpikir kreatif yaitu 56,45 dengan kategori cukup baik

Teacher-student interaction in mathematics learning

Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.However, in practice, there are still many lessons that have not applied teacher-students interaction properly.This study aimed to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.This study used a qualitative method with a phenomenological approach.Theresearch subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students’ mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards