High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

Rosyadi, Alfiani Athma Putri; Sa’dijah, Cholis; Susiswo,; Rahardjo, Swasono

doi:10.1088/1742-6596/2157/1/012038

Cited by 6 publications

(7 citation statements)

References 22 publications

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“…The findings in this study are the stages of reasoning that have been described by Rosyadi et al (2022) and can be used in other relevant studies. In making conjectures and evidence, prospective teachers have not found the right pattern (Ulger 2018).…”

Section: Making Conjectures and Evidencementioning

confidence: 53%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

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Section: Making Conjectures and Evidencementioning

confidence: 53%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

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“…Di dalam persepsi terdapat proses penyerapan, pemahaman dan penilaian (Mania & Alam, 2021;Margot & Kettler, 2019;Rashid et al, 2021). Berdasarkan hasil penelitian (Rosyadi, 2022), diperoleh informasi bahwa calon guru dalam menyelesaikan masalah kontroversial, melalui proses analisis masalah yang diberikan, menyelidiki, dan melakukan pengecekan dari yang sudah dituliskan.…”

Section: | Pendahuluanunclassified

Eksplorasi Persepsi Calon Guru Dalam Menyelesaikan Masalah Kontroversial Matematika

Susiswo

Rosyadi

Utami

et al. 2022

AJPM

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Masalah kontroversial adalah masalah yang memunculkan perbedaan pendapat dan dapat memunculkan argument dan persepsi yang beragam. Fakta menunjukkan bahwa sebagian besar calon guru masih belum terbiasa menyelesaikan masalah kontroversial. Tujuan penelitian ini adalah mengeksplorasi persepsi calon guru dalam menyelesaikan masalah kontroversial. Metode penelitian yang digunakan yaitu kualitatif deskriptif dengan pendekatan studi kasus. Instrumen tes dan wawancara digunakan untuk menggali informasi. Hasil dianalisis secara kualitatif dengan mengacu pada aspek persepsi yakni penyerapan, pemahaman, dan penilaian. Hasilnya adalah pada aspek penyerapan, calon guru menyampaikan respon yang beragam, baik yang salah maupun benar. Aspek pemahaman terjadi pada saat mengkaitkan pengetahuan yang sudah dimiliki dengan konsep pada permasalahan kontroversial. Aspek penilaian muncul pada saat calon guru memberikan sudut pandang yang berbeda dari masalah yang diberikan. Calon guru diharapkan sering menyelesaikan masalah yang bervariasi sehingga terbiasa menyelesaikan masalah kontroversial. Controversial issues are issues that give rise to differences of opinion and can lead to various arguments and perceptions. The facts show that most prospective teachers are still not used to solving controversial issues. The purpose of this research is to explore the perceptions of prospective teachers in solving controversial issues. The research method used is descriptive qualitative with a case study approach.. The results were analyzed qualitatively with reference to the aspects of perception, namely absorption, understanding, and assessment. The result is that in the absorption aspect, prospective teachers convey a variety of responses, both wrong and right. The understanding aspect occurs when relating existing knowledge to concepts on controversial issues. The assessment aspect appears when the prospective teacher gives a different perspective on the problem given. Prospective teachers are expected to often solve various problems so that they are used to solving controversial problems.

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“…Meanwhile, Subanji et al (2021) suggested the level of reasoning to solve mathematical problems. In addition, Rosyadi et al (2022) revealed the link between controversial problem solving and critical thinking using HOTS (higher-order thinking skills). Based on those previous studies, there has been limited research linking controversial mathematical problems with metacognitive strategies.…”

Section: Introductionmentioning

confidence: 99%

A Portrait of Controversial Mathematics Problems and Students’ Metacognitive Awareness: A Case of Indonesia

2022

JHETP

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This study sheds light on the students' use of metacognitive strategies in solving controversial mathematical problems. This study involved 80 students. Data on metacognitive strategies were obtained through interviews and the results of students' work on test items. Data analysis and interpretation of the findings were carried out through text analysis on metacognitive strategy data obtained at the planning, monitoring, and evaluating stages. The results of data analysis depict that at the planning stage, students identify the aspect of the problems they have known and recognize the contradictory things. At the monitoring stage, students explore the elements that cause controversy. In the evaluating stage, students clarify, strengthen, improve, and conclude solutions to controversial mathematical problems. The results of this study indicate that it is necessary to apply metacognitive strategies to facilitate students to trace back the aspects inducing the controversy, eradicating the controversies among students. To this end, lecturers and students can develop mathematics learning models that involve metacognitive strategies for the success of learning mathematics in the future.

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High order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem?

Cited by 6 publications

References 22 publications

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Eksplorasi Persepsi Calon Guru Dalam Menyelesaikan Masalah Kontroversial Matematika

A Portrait of Controversial Mathematics Problems and Students’ Metacognitive Awareness: A Case of Indonesia

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