Profile of Elementary School Teacher in Concept Understanding of Geometry

Leton, Samuel Igo; Djong, Kristoforus Djawa; Uskono, Irmina Veronika; Dosinaeng, Wilfridus Beda Nuba; Lakapu, Meryani

doi:10.22460/infinity.v9i2.p133-146

Cited by 4 publications

(5 citation statements)

References 10 publications

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“…While those who have difficulties in understanding the hierarchical classification, use partial classification and refer to the quadrilaterals' different visual appearance. This difficulty can be explained by their incomplete informal deduction where there is a gap between their personal concept images and the personal concept definition of geometric figures (Fujita & Jones, 2007), which may lead them only depend on their visual perception of quadrilaterals, instead of properties of each fo quadrilateral (Leton et al, 2020). Pedagogically, to help students or PST achieve informal deduction, the MTE should be encouraged to understand that investigating lists of properties of quadrilaterals, making comparisons, and reaching abstractions such as 'if the property... holds for quadrilaterals... then it holds true for quadrilaterals...', as suggested by Fujita (2012), is necessary.…”

Section: Mtes' Responsementioning

confidence: 99%

Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral

Ekawati

Kohar

Siswono

et al. 2023

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This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.

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Section: Mtes' Responsementioning

confidence: 99%

Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral

Ekawati

Kohar

Siswono

et al. 2023

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show abstract

“…Ini disebabkan guru yang berada dibarisan terdepan dalam pelaksanaan pendidikan berperan untuk mentransfer ilmu pengetahuan dan teknologi dan sekaligus mendidik peserta didik dengan nilai positif melalui bimbingan dan keteladanan (Ratnawati, 2018). Guru yang bermutu mampu meningkatkan mutu peserta didik dalam proses pendidikan yang berkualitas (Samuel Igo Leton et al, 2020, Djong et al, 2021. Peserta didik harus dididik supaya hidup dengan cara-cara yang sehat dan bersih, memiliki kesehatan fisik, mencapai perkembangan intelektual yang maksimal (Farida, 2018).…”

Section: Pendahuluanunclassified

“…Peningkatan pengetahuan melalui kegiatan PTK dan penulisan karya ilmiah diharapkan guru akan senantiasa berpikir kritis dalam menyelesaikan berbagai persoalan yang dihadapi dalam pembelajaran. Mereka harus mampu mengidentifikasi masalah, mengembangkan pemahaman dan penalaran melalui rangkaian kerja metodologis, membuat kesimpulan, dan menyiapkan berbagai solusi alternative dari jawaban atas permasalahan yang dihadapi oleh mereka (El Soufi & See, 2019, Dosinaeng et al, 2020 karena ini akan berimplikasi pada peningkatan kualitas pembelajaran dan pengajaran (S. I. Leton et al, 2019) Setelah identifikasi masalah, tujuan, dan manfaat PTK ditentukan, langkah selanjutnya yaitu menentukan teori dan kerangka teori yang akan digunakan dalam pemaparannya, ia menjelaskan bahwa teori merupakan alat yang digunakan untuk menjelaskan suatu fenomena yang terjadi.…”

Section: Pendahuluanunclassified

Through Classroom Action Research Training and Scientific Article Writing Assistance

Leton

2022

JPMB

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This Community Service aims to train teachers in conducting Classroom Action Research and assist them in writing scientific articles resulting from CAR. The implementation of this training and mentoring activity was carried out in a blended (online and offline) manner which was attended by 55 teachers with details: 11 Kindergarten teachers, 21 teachers at the elementary school level, 12 teachers at the junior high school level, and 11 teachers at the elementary school level. High School level. Based on the results of observations and discussions with partners, the Community Service Team carried out assistance activities in two stages, namely: 1) strengthening the concept of CAR and Scientific Work; and 2) assistance in writing CAR scientific papers. The output of this activity is an increase in the knowledge and skills of teachers in doing CAR. Based on the results of the evaluation carried out, the teachers felt very helpful with this training and mentoring activity. In addition to increasing teachers' knowledge of CAR concepts, this activity also improves the skills of teachers in designing and implementing CAR through useful activities, setting goals and benefits, making theoretical frameworks, selecting methods, compiling instruments, collecting and analyzing data, and writing articles

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“…This material is one of the materials that students often find errors in solving mathematical problems related to geometry (Kadarisma, Fitriani, & Amelia, 2020). Many elementary school teachers have misconceptions about geometry (Leton, Djong, Uskono, Dosinaeng, & Lakapu, 2020). Thus, it allows slow learners to also make errors in solving mathematical problems related to geometry.…”

Section: Introductionmentioning

confidence: 99%

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Hasibuan¹,

Santosa

Syamsuri

2022

jel

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Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.

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Profile of Elementary School Teacher in Concept Understanding of Geometry

Cited by 4 publications

References 10 publications

Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral

Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral

Through Classroom Action Research Training and Scientific Article Writing Assistance

Slow learners’ performance in solving mathematical problems in the inclusive classroom

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