Context-based tasks in mathematics textbooks for vocational high school students

Rejeki, Sri; Meidina, Rista Alfi; Hapsari, Meytia Puspita; Setyaningsih, Ratna; Azura, Raja Noor Farah

doi:10.1088/1742-6596/1776/1/012030

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…The findings contribute to previous studies, which conclude that only 33.38% of context-based tasks are provided in mathematics textbooks for grade eight (Murdaningsih & Murtiyasa, 2016). Moreover, context-based tasks provided in mathematics textbooks for grade ten and eleven vocational high school are 10% and 30%, respectively (Sri Rejeki et al, 2021). As contextual problems offer potential to engage and motivate students in learning mathematics (Widjaja, 2013), these findings suggest the need to design instructional learning with realistic contexts to enrich vocational high school mathematics learning.…”

Section: A the Use Of Realistic Contexts In The Tvhs Mathematics Lear...supporting

confidence: 73%

An Integrated RME and PIL Mathematics Module for Technical Vocational High School Learning: A Need Analysis

Rejeki

Adnan

Ahmad

et al. 2023

EJEDU

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Text-based learning resources play an essential role in supporting students’ mathematics learning. However, there are still limited studies about developing mathematics modules as one of text-based learning resources for Technical Vocational High School (TVHS) students. Therefore, this study investigates the need to develop an integrated Realistic Mathematics Education (RME) and Project-based Inquiry Learning (PIL) mathematics module for TVHS learning. This study is a descriptive survey involving 66 tenth grade TVHS students and 21 TVHS mathematics teachers in a sub-urban area of Central Java, Indonesia. Moreover, it also involves ten mathematics lecturers who teach “teaching mathematics for secondary school learning” courses from public and private universities in Indonesia. The data collection was conducted using printed questionnaires (for students) and online questionnaires (for teachers and lecturers). The data was summarized and analyzed descriptively. Based on the data analysis, it can be concluded that there are still limited realistic problems in Indonesian mathematics textbooks for TVHS students. Therefore, developing an integrated RME and PIL mathematics module is necessary. The characteristics of the integrated RME and PIL mathematics module are: (1) The module’s content should be presented in Bahasa Indonesia, providing realistic contexts by the area of expertise of the TVHS students and contexts across fields; (2) The learning activities should be carried out in groups, inside classrooms, involves creating projects not only by the area of expertise of the TVHS students, and the project results are displayed directly in an exhibition gallery; (3) The learning media can use both manual and Information and Communication Technology (ICT)-based tools; (4) The assessment can be conducted in both written and authentic assessments.

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Section: A the Use Of Realistic Contexts In The Tvhs Mathematics Lear...supporting

confidence: 73%

An Integrated RME and PIL Mathematics Module for Technical Vocational High School Learning: A Need Analysis

Rejeki

Adnan

Ahmad

et al. 2023

EJEDU

View full text Add to dashboard Cite

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“…Contextual problem-based learning, especially with contexts that familiar to students, can help them build meaning for the mathematical content they are studying (Walle, Karp, & Bay-Williams, 2013). In line with the previous statements, the importance of context in learning has been expressed by many researchers before (Kohar, Zulkardi, & Darmawijoyo, 2014;Paraol & Stormowski, 2022;Rejeki, Meidina, Hapsari, Setyaningsih, & Azura, 2021). Developing context-based or mathematical literacy problems can be a starting point to get students familiar with contextual problems.…”

Section: Introductionsupporting

confidence: 56%

Development of Mathematical Literacy Problems using East Kalimantan Context

Rusdiana

Samsuddin²,

Muhtadin³

et al. 2023

Cendekia

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A deep understanding of advanced mathematics is essential. This is without doubt. However, mathematics that is applicable on daily life is deemed more important. At least for the ones that does not belong to pure mathemacs field. One des not need to be a mathematics professor to be able to predict commute time to their work or to decide which clothes to buy with given amount of discount. This is also known as mathematical literacy. One of the key features of mathematical literacy is the integration of context. Developing or designing mathematical literacy task with local context is one of efforts to promote students’ mathematical literacy. This is because students are already familiar with the context hence they cam understand the problem statement better. The current study is design research aiming to develop mathematical literacy problems with East Kalimantan context. There are two phases in this research. The first phase is the preliminary phase. Here, PISA 2012 mathematics problems are reviewed and then researchers developed prototype problems with equal level but based on East Kalimantan context. There were nine mathematical literacy problems were developed in this phase. The second phase is the formative evaluation which consists of self evaluation, expert review and field test. From the process, nine valid items of problems with local context for measuring students’ mathematical literacy are obtained.

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Improving Students’ Self-Confidence and Problem-Solving Ability Through RME Approach with TTW Type Cooperative Learning Model Setting

Ningrum,

Rejeki

2023

Numerical: J.Mat and Pend.Mat

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Students studying mathematics get training in developing their problem-solving skills. Cognitive capacity and self-confidence can have an impact on problem-solving skills. This study aims to increase students' confidence and mathematical problem-solving skills through the TTW-type cooperative learning model RME approach. Research this class action with the Kemmis & Taggart model that can cover several cycles. The implementation of this study is two cycles with the research subjects of 28 grade VII students at a junior high school in Surakarta in the 2022/2023 academic year. Data is obtained through observation and tests. Data analysis techniques are carried out with descriptive statistics and supported by qualitative analysis of student work results. Based on the results of data analysis, confidence, and mathematical problem-solving skills, students have improved in each cycle. Students' confidence average score increased from 35.7 in the pre-cycle to 67.8 in the first and 84.8 in the second cycles. Students' mathematical problem-solving skills increased from an average score of 60 pre-cycle to 72.7 in the first cycle and 78.3 in the second cycle. This study increased self-confidence and mathematical problem-solving skills for grade VII junior high school students by applying the RME approach to setting the TTW-type cooperative learning model seen from an increase in average scores that are quite significant with 49.1 and 18.3, respectively. This finding shows the need for further efforts to achieve improved mathematical problem-solving skills that are more optimal.

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Context-based tasks in mathematics textbooks for vocational high school students

Cited by 3 publications

References 10 publications

An Integrated RME and PIL Mathematics Module for Technical Vocational High School Learning: A Need Analysis

An Integrated RME and PIL Mathematics Module for Technical Vocational High School Learning: A Need Analysis

Development of Mathematical Literacy Problems using East Kalimantan Context

Improving Students’ Self-Confidence and Problem-Solving Ability Through RME Approach with TTW Type Cooperative Learning Model Setting

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