Mathematical communication is one of the critical aspects of learning mathematics. One way to improve mathematical communication skills is integrating technology in learning. The technology that can ...be employed is an instructional video, for instance, GeoGebra tutorial video. The video helps students discover the characteristics of graphs of trigonometric functions. Initially, students watched the instructional video before the lesson. In this way, they could imagine and illustrate the graphs of trigonometric functions. The purpose of this study was to describe students' mathematical communication in discovering concepts of trigonometric function graphs at senior high schools through instructional videos. This qualitative study utilized observation, interviews and student worksheets as instruments. The researchers selected three students as participants and observed and analyzed their written and oral communication skills using rubric guidelines. Students' worksheets and teacher's note were used for data analysis. The results of this study found that by watching instructional videos, students were able to master the problems that contained all indicators of mathematical communication. It can be concluded that, generally, students' mathematical communication skills were considered good. Finally, this study implied that instructional videos could be used as an alternative/innovation in learning to improve students' mathematical communication skills.
Countries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology ...in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase. The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices. The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms.
This study aims to describe thinking processes of teachers with pseudo contingent when they give scaffolding in the teaching and learning of mathematics. The participants of this study were two ...teachers who teach mathematics at high schools in Banda Aceh and Aceh Besar. To collect the data, the researchers recorded the teachers' classroom practices by using videotape. Later on, the researchers interviewed the teachers by using a method namely stimulated recall. Furthermore, the researchers explored the teachers' thinking processes based on three criteria consisted of generating ideas, clarifying ideas and assessing ideas. Findings showed that the participants only considered learning outcome as a component which has to be mastered by the students rapidly. In other words, the teachers only assisted the students to understand the subject without considering the value of their assistance. Moreover, the participants were not eager to understand the mathematical concepts. Therefore, they had misconceptions about contents of mathematics given and were not able make decisions when they gave the scaffolding to the students.
The Covid-19 pandemic has opened the gates to digital learning in mathematics education and increased the use of online learning. However, teachers still rare to use digital technology as feedback ...and final evaluation of students. Therefore, an e-learning based remedial video is needed to developed. The research aims to produce e-learning based remedial videos on fraction that meet the criteria of valid, practical and effective. This research is development research with ADDIE models namely analysis, design, development, implementation, and evaluation. The subjects of this research were class 8 students at junior high school from three school levels in Banda Aceh, Indonesia. Data was collected using video validation sheets, students’ response questionnaires, and remedial tests. The results show that e-learning based remedial videos was valid based on expert judgements, practical because students gave positive responses and effective because N-Gain of the percentage of students reached the Minimum Completeness Criteria (MCC) on diagnostic test and remedial test was 0.5 on the medium category.
Higher order thinking skills are important for students to help them solve various problems faced over time. Several previous studies on higher order thinking skills have been conducted, but no one ...focuses on higher order thinking skills at junior high school level in the regions where the average of computer-based national exam results are relatively low in Indonesia. The purpose of this study is to find out categories of and describe students' higher order thinking skills in solving PISA problems based on determined indicators. This study used a descriptive qualitative methodology. The instruments used in this study were the PISA test and interview guide. The participants were students in the age range of 15 years randomly selected from several junior high schools in Banda Aceh. At this age, the students' knowledge and abilities could be assessed. Data were collected from the test, interview and documentation that involved 40 participants. This study found that, generally, students had low level of higher order thinking skills, and there were no students who achieved a high level. Therefore, it is recommended to address this issue by developing and improving the students' abilities that require higher order thinking skills so that the students are able to apply their knowledge and skills to solve new problems and implement them in real life situations.
In Indonesia, teacher professional development has been enhanced through the teacher certification program that requires them to take online courses. However, Indonesian teachers' acceptance toward ...online teacher professional course has not been revealed. This study aimed to identify teachers' perception of the online course according to internet accessibility. It employed a quantitative approach with a cross-sectional survey model. With total population sampling technique, 257 mathematics, science social science teachers participated in the survey. The survey instrument was developed based on the technology acceptance model, which include online learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use. The questioners were distributed and responded through online questionnaire. Data were analyzed quantitatively, and the result shows that the participants have a positive perception on the online course. In addition, their perceptions were influenced by internet accessibility. This finding indicates that the policymaker needs to pay attention to internet accessibility at schools.
In Indonesian mathematics textbooks, most of exercise questions for year 8 Algebra are at C1 and C4 levels of taxonomy bloom. Therefore, questions of C5 and C6 level are rarely found. This study ...aimed at developing Algebra test items for C5 and C6 level of the taxonomy. It employed Plomp's design research model. However, it is important to highlight that this paper only reports the validation phase of the study which was the analysis of the validity of C5 and C6 Algebra test items. Responses and feedback from four validators were analyzed descriptively and reported in this paper. The findings showed that the items test were valid and standardized at the cognitive level of C5 and C6. According to the feedbacks from validators, we revised the items. Finally, it can be concluded that the items satisfy the criteria of C5 and C6 with a validity score of 4,7. As the items satisfied the valid criteria, it is suggested that these questions can be used to further test their practicalities and effectiveness.
Students' learning outcomes can be enhanced through tasks that require students to relate images in their daily life to mathematical graphs. However, students find it difficult when they draw ...mathematical graphs by using pens or pencils. Therefore, they need a digital tool to assist them. This study aimed at developing a digital tool for teaching and learning of graphics functions. It adopted Plomp's model of design research that consists of three phases: (1) preliminary research (2) prototyping phase, and (3) assessment phase. It is important to highlight that this paper presents the assessment phase of the study. Data were collected to determine the effectiveness of Autograph-assisted problem-based learning model. Participants of this study were 17 year-ten students from a high school in Banda Aceh city, Indonesia. Data were obtained through student's worksheet and questionnaire, and it was analysed descriptively. The findings showed that 88% of the students achieve learning objectives and 90% of them had positive responses toward the leaning.
The guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the ...guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.
Remedial is a program designed in line with students' need that aims to improve their understanding of a topic before the student move forward to learn the next following topic. The implementation of ...remedial in Indonesia, particularly in Aceh, does not meet the requirement, because most of the teachers conduct a remedial by repeating the test or giving additional assignment. This study aims to design and develop an e-learning based remedial program to improve remedial in teaching and learning upper secondary schools mathematics. This study is developmental research employing System Development Life Cycle (SDLC) model. The model has five stages of development that are─: planning phase, analysis phase, design phase, implementation phase and support phase. It is important to note that this paper reports results of planning phase, analysis phase, and a preliminary-part of design phase. The result from planning phase revealed problems regarding to the implementation of remedial programs in schools. In the analysis phase, the results showed that, ─ in delivering a remedial program, most of teachers gave the same questions as they provided for examination without any extra lesson or tutorial for the students. In addition, there was no teacher who used e-learning for the remedial.
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