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All Journal International Journal of Evaluation and Research in Education (IJERE) Educational Studies: Conference Series
Riyan Hidayat
Universiti Pendidikan Sultan Idris
Arts Humanities Education Other

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The connection between prospective teachers’ procedural and conceptual knowledge with problem-posing skills of fractions Yesi Martha Afrillia; Zetra Hainul Putra; Eddy Noviana; Riyan Hidayat; Dahnilsyah Dahnilsyah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22202

Abstract

This study examined the connections between procedural and conceptual knowledge of addition and subtraction of fractions with the problem-posing skills of prospective primary teachers. The applied method was a correlational study with structural equation modeling-partial least square (SEM-PLS) analysis. The sample in this research was 101 third-year students from a primary teacher education study program of a public university in Riau, Indonesia. The results showed that prospective primary teachers have high procedural knowledge and problem-posing skills on addition and subtraction. However, they have poor performance on problems related to conceptual knowledge of addition and subtraction of fractions. Then, the results also revealed a significant connection between procedural and conceptual knowledge with problem-posing skills on addition and subtraction of fractions of prospective primary teachers. Improving prospective primary teachers’ procedural and conceptual knowledge could raise their problem-posing skills on adding and subtracting fractions.
Measurement of Mathematical Modeling in Mathematics Education Context: A Systematic Literature Review Riyan Hidayat; Mazlini Adnan; Mohd Faizl Nizam Lee Abdullah; Safrudiannur Safrudiannur
Educational Studies: Conference Series Vol 1 No 1 (2021)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v1i1.990

Abstract

In recent years, the rise of mathematical modeling is well documented in the literature and curriculum like Australia, Germany, and Singapore because it helps students to tackle real-world issues using mathematics. The research presented in this article was a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for preservice mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involve 10 steps in the systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus and Journal for Research in Mathematics Education (JRME), Educational Studies in Mathematics (ESM), Journal of Mathematical Behavior (JMB), For the Learning Mathematics (FLM), Mathematical Thinking and Learning (MTL), Journal of Mathematics Teacher Education (JMTE), Zentralblatt für Didaktik der Mathematik (ZDM), and Mathematics Education Research Journal (MERJ). Based on a full-text analysis of 18 peer-reviewed papers published in English, it can be observed that most of the approaches used to measure modeling competency were conducted by holistic. Finally, future trends and opportunities are discussed.
Co-Authors Dahnilsyah Dahnilsyah Eddy Noviana Mazlini Adnan Mohd Faizl Nizam Lee Abdullah Safrudiannur Safrudiannur Yesi Martha Afrillia Zetra Hainul Putra