Sri Subanti

Reflective Thinking Skill of Vocational High School Students

The aims of this research was to describe the characteristics of reflective thinking process of the students in Grade X of Vocational High School of SMK Citra Medika Sukoharjo who have the high abilities in solving linear program problems. This research used qualitative case study approach. The data of research were gathered through task-based in-depth interview. The results of research were the characteristics of reflective thinking process of the students as follows the students with the high initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problemsolving planning phase, they were able to identify the concept of the problems and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were able to realize the mistakes and to fix them, to examine the truth of an argument, to employ the internal knowledge, to relate the information that they have known, and to communicate ideas with symbols instead of pictures or direct objects; and (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been

Describing Relational Thinking Process of Junior High School Students with High Capability

Learning mathematics in Junior High School is transition from arithmetic to algebra. In algebra, students must develop a relational view of the symbol if they are to make any sense of more complicated equations with operations on both sides of the equal sign. The term relational thinking is used here to encompass more than a relational understanding of the equal sign. It is important to discuss students’ relational thinking process when solving unknown number on mathematic sentences, so it can prevents students’ misconception about the meaning of equal sign. Descriptive method was used in this study, involving five students of Junior High School in Boyolali with high capability in mathematics. The result of this study showed that students had a deep understanding about the meaning of equal sign. They knew that the equal sign as symbol of mathematical equivalence. Therefore, they were able to solve the mathematic sentences with relational thinking strategies rather than arithmetic procedures. Keywords—relational thinking, equivalence, equal sign

Development of Mathematical Skill Assessment Instruments In Secondary School Based On Bloom’s Taxonomy

What are the process and the result in developing mathematical skill assessment instrument in secondary school during numbers course? This study addreses the problem. The assessment follows blooms taxonomy. The research is a developmental research by using 4D model limited into defining, designing, as well as developing. The data analysed by using the derscriptive rule. The product result of this study is an assesment intrument formed in rubric assessment involved performanc aspect assessed and perfromance qualities in the range of 0-4. The product validated and responded based on material, construction, language, objectivity, systematic, and practicability aspects. The result shows that the developed instrument got a great respon in the range of 84,27%. Researcher hope the study result contributes to increase the quality of assesment beside the teachers and practiciant develope in that based on bloom taxonomy.

Mathematics teachers’ beliefs about scientific approach (SA) and implementation in mathematics learning

SA is the approach used for the exploration of research and answer questions. Teachers’ beliefs have a greater influence than the teacher’s knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers’ beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students’ progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers’ guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers’ beliefs and practices of SA, namely learning and teaching experience, teachers’ motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.SA is the approach used for the exploration of research and answer questions. Teachers’ beliefs have a greater influence than the teacher’s knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers’ beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students’ progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulat...

Gesture analysis of students’ majoring mathematics education in micro teaching process

In the process of learning, especially math learning, process of interaction between teachers and students is certainly a noteworthy thing. In these interactions appear gestures or other body spontaneously. Gesture is an important source of information, because it supports oral communication and reduce the ambiguity of understanding the concept/meaning of the material and improve posture. This research which is particularly suitable for an exploratory research design to provide an initial illustration of the phenomenon. The goal of the research in this article is to describe the gesture of S1 and S2 students of mathematics education at the micro teaching process. To analyze gesture subjects, researchers used McNeil clarification. The result is two subjects using 238 gesture in the process of micro teaching as a means of conveying ideas and concepts in mathematics learning. During the process of micro teaching, subjects using the four types of gesture that is iconic gestures, deictic gesture, regulator ges...

The effectiveness of learning material with Edmodo to enhance the level of student’s probabilistic thinking

In the era of 21st century learning, it needs to use technology as a learning media. Using Edmodo as a learning media is one of the options as the complement in learning process. However, this research focuses on the effectiveness of learning material using Edmodo. The aim of this research to determine whether the level of student’s probabilistic thinking that use learning material with Edmodo is better than the existing learning materials (books) implemented to teach the subject of students grade 8th. This is quasi-experimental research using control group pretest and posttest. The population of this study was students grade 8 of SMPN 12 Surakarta and the sampling technique used random sampling. The analysis technique used to examine two independent sample using Kolmogorov-Smirnov test. The obtained value of test statistic is M=0.38, since 0.38 is the largest tabled critical one-tailed value M0.05=0.011. The result of the research is the learning materials with Edmodo more effectively to enhance the level of probabilistic thinking learners than the learning that use the existing learning materials (books). Therefore, learning material using Edmodo can be used in learning process. It can also be developed into another learning material through Edmodo.In the era of 21st century learning, it needs to use technology as a learning media. Using Edmodo as a learning media is one of the options as the complement in learning process. However, this research focuses on the effectiveness of learning material using Edmodo. The aim of this research to determine whether the level of student’s probabilistic thinking that use learning material with Edmodo is better than the existing learning materials (books) implemented to teach the subject of students grade 8th. This is quasi-experimental research using control group pretest and posttest. The population of this study was students grade 8 of SMPN 12 Surakarta and the sampling technique used random sampling. The analysis technique used to examine two independent sample using Kolmogorov-Smirnov test. The obtained value of test statistic is M=0.38, since 0.38 is the largest tabled critical one-tailed value M0.05=0.011. The result of the research is the learning materials with Edmodo more effectively to enhance the leve...