•  
  •  
 

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Keywords

persepsi guru, pemberian contoh soal

Document Type

Article

Abstract

Pemberian contoh dalam pembelajaran matematika adalah sesuatu hal yang wajar dilakukan oleh guru di dalam kelas, tetapi yang menjadi perhatian menarik adalah bagaimana persepsi guru yang mengunakan contoh dalam pembelajaran matematika ditengah semangat kontruksivisme yang dituntut dalam kurikulum 2013 di Indonesia. Penelitian ini bertujuan menggambarkan pertimbangan apa saja yang digunakan guru dalam pemilihan contoh dan kendala apa yang dialami guru ketika memilih contoh tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif studi kasus. Data kemudian dianalisis untuk menentukan tema dan melihat keterkaitan antar tema. Subyek penelitian ini adalah 22 guru yang menggunakan contoh soal dalam pembelajaran di kelas. Hasil penelitian menunjukkan: (1) pemberian contoh soal penting dikarenakan dapat memfasilitasi guru untuk menanamkan konsep untuk materi baru dan mempertajam pemahaman konsep yang telah didapat peserta didik; (2) ada hubungan yang jelas antara Pedagogical Content Knowledge (PCK) guru dan penggunaan contoh yang diberikan oleh guru kepada peserta didik; (3) kendala yang dialami guru dalam menentukan contoh soal yang baik yaitu menentukan contoh yang dapat memfasilitasi perbedaan kemampuan peserta didik antara peserta didik yang cerdas berbakat dan peserta didik yang slow learner dengan konteks serta prosedur yang sesuai dan bagaimana memprediksi kesalahan yang mungkin bisa dilakukan oleh peserta didik dalam pembelajaran di kelas.

The use of example in learning mathematics at secondary level: teachers' perceptions

Abstract

Giving examples in mathematics teaching is something that is naturally done by the teacher in the classroom, but an interesting concern is the perception of the teacher who uses the example in mathematics teaching in the spirit of constructivism demanded in Curriculum 2013 in Indonesia. This research aims to identify what the teacher uses in selecting examples and what obstacles the teacher experiences when choosing the example. The research method used is the case study qualitative research method. The data were analyzed to determine the themes and to see the interrelationships among the themes. The subjects of this study are 22 teachers who used examples of questions in teaching in class. The results of the study show that: (1) giving examples is important because it can facilitate teachers to instill concepts for new materials and to sharpen the students' understanding of concepts that they have obtained; (2) there is a clear relationship between teacher pedagogical content knowledge (PCK) and the use of examples provided by teachers to students; and (3) the constraints experienced by the teacher in determining the example of a good problem are determining the example that can facilitate gifted intelligent students and slow learner students with appropriate contexts and procedures and how to predict possible mistakes students can make in learning in the classroom.

Page Range

151-162

Issue

2

Volume

16

Digital Object Identifier (DOI)

10.21831/pythagoras.v16i2.37279

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/37279

References

Aminullah, A., & Santosa, R. H. (2018). Kesiapan mahasiswa pendidikan matematika dalam praktik pengalaman lapangan di sekolah. Pythagoras: Jurnal Pendidikan Matematika, 13(2), 119–132. https://doi.org/10.21831/pg.v13i2.21217

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://journals.sagepub.com/doi/abs/10.1177/0022487108324554

Bills, C., & Bills, L. (2005). Experienced and novice teachers’ choice of examples. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, 146–153.

Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. MA: Allyn and Bacon

Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice. 3–21

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches(3rd ed.).

Sage.Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research(3rd ed.). Sage.

Guntur, M. I. S. (2015). Persepsi guru matematika SMAdi kayuagung terhadap kurikulum 2013. Jurnal Pendidikan Matematika, 9(1), 68–77. https://doi.org/10.22342/jpm.9.1.2134.68 -77

Guntur, M. I. S., & Retnawati, H. (2020). Beginner Teacher’s Perception of Application of Project-Based Learning in Mathematics Learning. JIPM (Jurnal Ilmiah Pendidikan Matematika), 8(2), 108. https://doi.org/10.25273/jipm.v8i2.5048

Khikayah, K. (2018). Kesiapan guru matematika sekolah menengah pertama dalam melaksanakan Kurikulum 2013. PYTHAGORAS: Jurnal Pendidikan Matematika, 13(1), 43–51. https://doi.org/https://doi.org/10.21831/pg.v13i1.21214

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational. Educational Psychologist, 41(2), 75–86. https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1

Lincoln, Y. S., & Guba, E. E. (1985). Naturalistic inquiry.Sage.Linda, L. (2017). Analisis Penguasaan Kompetensi Pedagogik dan Profesional Mahasiswa Calon Guru Matematika. PYTHAGORAS: Jurnal Pendidikan Matematika, 12(1), 65–75. https://doi.org/http://dx.doi.org/10.21831/pg.v12i1.14053

Miles, M. B., & Huberman, M. (2007). Analisis Data Kualitatif.Penerbit Universitas Indonesia.Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 398–415. https://psycnet.apa.org/buy/1991-26486-001

Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34.(5), 1189–1208. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1089059/

Permendikbud. (2016). Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 22.Tahun 2016(Issue STANDAR PROSES PENDIDIKAN DASAR DAN MENENGAH).

Retnowati, E., Ayres, P., Sweller, J.,Retnowati, E., Ayres, P., & Sweller, J. (2016). Worked Examples in Learning Mathematics? Can Collaborative Learning Improve the Effectiveness of. Journal of Educational Psychology. https://doi.org/http://dx.doi.org/10.1037/edu0000167

Rohman, H. M. H., & Retnowati, E. (2018). How to teach geometry theorems using worked examples: A cognitive load theory perspective. Journal of Physics:Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012104

Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281. https://doi.org/https://doi.org/10.1007/s10857-005-0853-5

Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review.

Skemp, R. R. (1971). The psychology of learning mathematics. Penguin.Watson, A., & Mason, J. (2002). Extending example spaces as a learning/teaching strategy in mathematics. In A. Cockburn & E. Nardi (Eds.). 378–375.

Yin, R. K. (2009). Case study research: Design and methods(4th ed.). Sage.

Zodik, I., & Zaslavsky, O. (2008). Characteristics of teachers’ choice of examples in and for the mathematics classroom. Educational Studies in Mathematics, 69(2), 165–182. https://doi.org/http://dx.doi.org/10.1007/s10649-008-9140-6

Download

Share

COinS