Problem solving approaches of mathematics teacher candidates in PISA 2003

Bayrakdar, Zeynep; Deniz, Demet; Akgün, Levent; İşleyen, Tevfik

doi:10.1016/j.sbspro.2011.04.295

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…Problem solving atau dikenal dengan pemecahan masalah merupakan hal yang tidak mudah dalam pembelajaran matematika bagi siswa ataupun dalam penerapan pendekatan problem solving bagi seorang guru. Sebagai calon guru, dalam menerapkan pendekatan pemecahan masalah mestilah menggunakan pemecahan masalah yang cukup jelas dan teratur dalam beberapa pertanyaan yang memerlukan pencarian operasi, formula ataupun pola (Bayrakdar, 2011). Disamping itu, contohcontoh masalah yang ada dalam buku mestilah mempertimbangkan masalah rutin dalam pelajaran yang diberikan, yang mana jangan sampai masalah tersebut tidak menarik perhatian para siswa, sehingga mereka tidak dapat mengerjakan sesuai kemampuan dan tidak mengalami masalah tersebut pada kejadian serupa dalam kehidupan nyatanya (Kar et al, 2010).…”

Section: Panjang Airtirisunclassified

Pengembangan LKS Berbasis Rme Dengan Pendekatan Problem Solving Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa

Hidayat

Irawan

2017

Cendekia

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Penelitian ini merupakan model penelitian pengembangan (R & D) yang bertujuan untuk mengembangkan Lembar Kerja Siswa (LKS) berbasis Realistic Mathematics Education (RME) dengan pendekatan pemecahan masalah yang valid dan praktis untuk memfasilitasi kemampuan pemecahan masalah matematissiswa kelas III Sekolah Dasar Negeri 012 KP. Panjang Airtiris. Produk yang dikembangkan dalam penelitian ini berupa bahan ajar LKS dengan materi Operasi Hitung Bilangan, Pengukuran dan Hubungan Antarsatuanberbasis RME dengan pendekatan pemecahan masalah untuk siswa kelas III Sekolah Dasar. Model pengembangan yang dilakukan sesuai dengan Model ADDIE, yaitu analisis (Analysis), desain (Design), pengembangan (Development), implementasi (Implementation), dan evaluasi (Evaluation). Instrumen yang digunakan dalam penelitian ini adalahlembar uji validitas, lembar uji praktikalitas, dan soal postes. Berdasarkan hasil uji validitas, LKS berbasis RME dengan pendekatan pemecahan masalah termasuk dalam kategori sangat valid dengan persentase 81%. Sedangkan hasil uji praktikalitas saat uji coba kelompok besar, LKS berbasis RME dengan pendekatan pemecahan masalah termasuk kategori sangat praktis dengan persentase 94,07%. Berdasarkan hasil postes, kemampuan pemecahan masalah matematika siswa sudah tergolong baik dengan persentase 79,14%

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Section: Panjang Airtirisunclassified

Pengembangan LKS Berbasis Rme Dengan Pendekatan Problem Solving Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa

Hidayat

Irawan

2017

Cendekia

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“…Researchers use multiple red green blue (RGB) color sensors and depth sensors to capture a high complexity of dynamic movements (Kim et al, 2017). Similarly, scientists use instrumented rooms to capture dancers' motions using video cameras and motion tracking sensors (Mayagoitia et al, 2002;Poppe, 2010;Dania et al, 2011). Wearable insole pressure sensors are also used to capture motion sonically (Großhauser et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Monitoring Human Induced Floor Vibrations for Quantifying Dance Moves: A Study of Human–Structure Interaction

Moreu

Maharjan

Zhu

et al. 2020

Front. Built Environ.

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“…In addition to students, teachers also have difficulty in understanding mathematical concepts that are very impact in solving mathematics problems. In this case, prospective teachers still have difficulty in solving and analyzing mathematics problems, especially nonroutine problems such as PISA [8]. Bayrakdar [8] states prospective teachers' difficulties in solving the PISA problems caused their less strategies, so they can not using and adopting in difference points of problems.…”

Section: Introductionmentioning

confidence: 99%

“…Many solutions to solve PISA problems, one of it is prospective teachers at education program must have and learn more about skills of problem solving as daily life problems related problems in situations and questions [8]. Because the rubric for analyzing PISA answers is not yet available, the purpose of this study was to develop valid assessment rubrics for students work and assessment rubric for prospective teachers' ability in assessing students' work.…”

Section: Introductionmentioning

confidence: 99%

Developing Assessment Rubrics in Pedagogical Content Knowledge for Mathematical Problems

Sulastri¹,

Johar²,

Munzir³

et al. 2019

Proceedings of the Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January

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Pedagogical content knowledge is a competence that must be mastered by teachers and also prospective teachers in learning process as ability to assess the students work. In addition, they are also required to learn the international standard problems such as PISA (Programme for International Student Assessment) to be taught to students. Because of incomplete and unclear scoring rubric, especially in answering PISA questions, this study purpose was to develop valid assessment rubrics in pedagogical content knowledge for mathematical problems. Assessment rubrics were rubric for students work in answering PISA questions for most difficult level, and rubric for prospective teachers' ability in assessing students work. Subjects in this study were eight prospective teachers' of Mathematics Education Department, Syiah Kuala University selected by purposive sampling. This development research used Plomps' development model in five phases. The results showed that both rubrics had the valid criteria that consisting of content and construct validity. Content validity was viewed of the suitability of PCK components, and substance and concept for PISA questions with thinking level of junior high school students. Construct validity was viewed of the suitability of aspects at rubrics with concept of PISA questions, and presented analysis aspects were structured as PCK components

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Problem solving approaches of mathematics teacher candidates in PISA 2003

Cited by 6 publications

References 2 publications

Pengembangan LKS Berbasis Rme Dengan Pendekatan Problem Solving Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa

Pengembangan LKS Berbasis Rme Dengan Pendekatan Problem Solving Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa

Monitoring Human Induced Floor Vibrations for Quantifying Dance Moves: A Study of Human–Structure Interaction

Developing Assessment Rubrics in Pedagogical Content Knowledge for Mathematical Problems

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