MICHIEL DOORMAN, MICHIEL
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EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS Tanudjaya, Citra Putriarum; Doorman, Michiel
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (615.133 KB) | DOI: 10.22342/jme.11.2.11000.277-300

Abstract

Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.
A LEARNING TRAJECTORY FOR PROBABILITY: A CASE OF GAME-BASED LEARNING Wijaya, Ariyadi; Elmaini, Elmaini; Doorman, Michiel
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.12836.1-16

Abstract

This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students’ actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level – ‘situational level’ – Sudoku and Ladder-and-Snake games were played by students. The second level is the ‘referential level’ where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level – ‘general level’ – students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of probabilities.