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All Journal Jurnal Karya Pendidikan Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA HISTOGRAM: Jurnal Pendidikan Matematika AL-ISHLAH: Jurnal Pendidikan Journal of Mathematics Education Justek : Jurnal Sains Dan Teknologi Jurnal Pendidikan Matematika (Jupitek) Faktor Jurnal Ilmiah Kependidikan JPMI (Jurnal Pembelajaran Matematika Inovatif) Community Empowerment International Journal of Business, Law, and Education SAINSMAT: Journal of Applied Sciences, Mathematics, and Its Education As-Sidanah : Jurnal Pengabdian Masyarakat Almufi Jurnal Pengabdian Kepada Masyarakat (AJPKM) Jurnal Pengabdian Masyarakat Tjut Nyak Dhien Al Basirah Ekalaya: Jurnal Pengabdian Kepada Masyarakat Indonesia JME (Journal of Mathematics Education)
Farman, Farman
Universitas Sembilanbelas November Kolaka
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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Keyakinan dan mathematics pedagogical content knowledge calon guru matematika: fokus pada domain bilangan Farman Farman; Rooselyna Ekawati; Masriyah Masriyah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 5 (2023): September
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i5.18477

Abstract

The purpose of this study was to identify and describe the beliefs and mathematics pedagogical content knowledge (MPCK) of pre-service mathematics teachers. This research is a type of quantitative research with a descriptive design. This research involved 29 final year mathematics pre-service teacher at a college in Southeast Sulawesi, Indonesia. The instruments used in this study were a confidence questionnaire and the MPCK test based on the TEDS-M indicator. The data analysis technique used in this research is descriptive analysis technique. The results showed that the pre-service teacher's belief in mathematics and teaching mathematics was in the high category. Meanwhile, the MPCK of pre-service teachers is in the less category. This shows that pre-service teachers still have difficulties in planning appropriate activities, appropriate methods, predicting student responses, evaluating student mathematical solutions, identifying student misconceptions and representing mathematical concepts or procedures. Future research may consider expanding the focus on the predictive relationship between belief and MPCK pre-service teachers.
Comparison of The Effectiveness of Scientific Approach and Problem-Solving Approach in Problem-Based Learning in Class IX of SMP Negeri 3 Pangsid Chairuddin Chairuddin; Farman Farman
JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1010

Abstract

The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and student responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level α = 0.05 with the t-test showed a significant difference in effectiveness, in terms of learning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem-solving approaches.
Co-Authors Akbar Nasrum Akbar Nasrum Andi Mariani Ramlan Andi Ramlan Arbain Arbain Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin Chairuddin, Chairuddin Chairuddin _ Deti Sri Rahayu Dian Ulfa Sari Dwi Juniati Fitriyani Hali Fitriyani Hali Fitriyani Hali Fitriyani Hali Fitriyani Hali, Fitriyani Gemi Susanti Halidin, Halidin Herlina Herlina Isra Djabbar Karman Karman Karmila Sari La Ode Sirad Marniati Marniati Masriyah Masriyah Muhammad Rawal Muhammad Rawal Nasarudin Nasarudin Nur Ainnul Mardiah Nurdianti Nurdianti Nurhandita Nurhandita Nurlinda Sari Qadriah Triatni Putri Rawal, Muhammad Rooselyna Ekawati Samsiah Samsiah Sarimuddin, Sarimuddin Sarmadan Sarmadan Shinta Anjelina Siti Khabibah Yusryanto Yusryanto Yusryanto, Yusryanto