Karakterisasi Contoh Spontan Guru Pemula Dalam Pembelajaran Matematika

Selly Meinda Dwi Cahyaningsih, Subanji Subanji, I Made Sulandra

Abstract


Abstract: The purpose this study is to explore characterization of teacher's spontaneous example. Type a study is deskriptif kualitatif, subject is beginner teacher. The results show that three spontaneous examples characterization of beginner teacher such that illustrative spontaneous examples, clarified spontaneous examples, and confirmatory spontaneous examples. Illustrative spontaneous examples is given beginner teacher to illustrate students difficulty and explaned the new topic. Clarified spontaneous examples is given beginner teacher to clarified students difficulty and students error. Confirmatory spontaneous examples is given beginner teacher to confirm mathematics concept and understanding of students contents.

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi karakterisasi contoh spontan guru dalam pembelajaran matematika. Jenis penelitian yang digunakan yaitu kualitatif deskriptif, dengan subjek penelitian guru matematika pemula. Hasil penelitian menunjukan bahwa tiga karakterisasi contoh spontan guru pemula yaitu contoh spontan ilustratif, contoh spontan klarifikatif dan contoh spontan konfirmatif. Contoh spontan ilustratif diberikan guru pemula untuk mengilustrasikan masalah kesulitan yang dialami siswa. Contoh spontan klarifikatif diberikan guru pemula untuk mengklarifikasi kesalahan siswa. Contoh spontan konfirmatif diberikan guru pemula untuk mengonfirmasi bahwa siswa telah memahami materi yang dibahas.

Keywords


beginner teacher; spontaneous example; mathematics learning; guru pemula; contoh spontan; pembelajaran matematika

Full Text:

PDF

References


Atkinson, R. K., Derry, S.J., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181—214.

Baharullah., Purwanto., Subanji., & Irawan, E. B. (2016). The Formation of Spontaneous Example by Novice Teacher and Experienced Teachers in the Practice of Mathematics Learning. IOSR Journal of Research & Method in Education, 6(5), 52—59.

Bayley, D. (2015). Development of Fraction Concepts and Procedures in U.S. and Chinese Children. Journal of Experimental Child Psychology, (129), 68—83.

Herutomo, R. A., & Saputro, E. M. (2014). Analisis Kesalahan dan Miskonsepsi Siswa Kelas VIII pada Materi Aljabar. Edusentris, Jurnal Ilmu Pendidikan dan Pengajaran, 2(1).

Huang, C. (2017). Teachers’ Choice and Use of Examples in Teaching Derivatives. American Journal of Educational Research, 5(11), 1152—1157.

Lian, L. H., & Idris, N. (2006). Assessing Algebraic Solving Ability of Form Four Student. International Electronic Journal of Mathematics Education, 1(1), 55—76.

Mardayanti. E., Zulkardi & Santoso, B. (2016). Pengembangan Soal Open-Ended Menggunakan Konteks Sumatera Selatan Materi Sistem Persamaan Linear Dua Variabel Kelas X SMA. Jurnal Pendidikan Matematika, 1(10).

Mulungye, M., O’Connor, M. & Ndethiu, S. (2016). Sources of Student Errors and Misconception in Algebra and Effectiveness of Classroom Practice Remediation in Machakos County- Kenya. Journal of Education and Practice, 10(7).

Sitrava, R. T. (2017). Middle Grade Students’ Concept Images of Algebraic Concepts. Journal of Education and Learning, 3(6), 299—305.

Trisilahayati. (2017). Penerapan Model Pembelajaran Hands-on pada Materi Statistika untuk Meningkatkan Hasil belajar Siswa Kelas IX-E SMPN 1 Cirebon Tahun Pelajaran 2015/2016. EduMa, 1(6), 52—61.

Weber, K., Porter, M., & Housman, D. (2011). Worked Example and Concept Example Usage Understanding Mathematical Concepts and Proofs. Mathematical Association of America, 245—252.

Zaslavsky, O. (2010). The Explanatory Power of Examples in Mathematics: Challenges for Teaching. In Stein, M.K., & Kucan, L.. (Eds.) Instructional Explanations in the Disciplines. Springer, (107-128). DOI 10.1007/978-1-4419-0594-9_8.

Zazkis, R., & Chernoff, E. J. (2008). What Makes a Counterexample Exemplary?. Education Study Math, 68, 195–208.

Zodik, I., & Zaslavsky, O. (2008). Characteristics of Teachers’ Choice of Examples in and for the Mathematics Classroom. Educational Studies in Mathematics, 69, 165—182.




DOI: http://dx.doi.org/10.17977/jptpp.v4i12.13095

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Selly Meinda Dwi Cahyaningsih, Subanji Subanji, I Made Sulandra

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License