Textbook Use by Teachers in Junior High School in Relation to Their Role

Qi, Chunxia; Zhang, Xinyan; Huang, Danting

doi:10.1007/978-3-319-73253-4_2

Cited by 7 publications

(14 citation statements)

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“…Di banyak sekolah, buku teks digunakan sebagai rujukan dalam menentukan isi bahkan pendekatan dalam belajar matematika di kelas. Bahkan berbagai penelitian menunjukkan sering sekali guru menggunakan buku teks sebagai otoritas yang menentukan kurikulum matematika di sekolah (Lepik et al, 2015;Nicol & Crespo, 2006;Qi et al, 2018;Soesilo & Munthe, 2020;Viholainen et al, 2015). Dengan demikian, penggunaan buku teks dalam pembelajaran memainkan peranan penting dalam bentuk dan keberahasilan proses belajar matematika di sekolah.…”

Section: Pendahuluanunclassified

“…Tingkat penggunaan textbooks akan dilihat berdasarkan peran yang dimainkan guru dalam proses pembelajaran. Hal ini sesuai dengan usulan (Qi et al, 2018) dalam memahami penggunaan textbooks. Mereka menggabungkan kerangka tingkat model penggunaan textbooks dari Nicol and Crespo (2006) dan peran guru dari Trigueros et al (2014).…”

Section: Kajian Pustakaunclassified

“…Dengan menggunakan kerangka Qi et al (2018) peran guru dalam hal komunikasi matematika dalam hubungannya dengan penggunaan textbooks dapat dibagi tiga. Tingkat pertama, adhering yaitu textbooks menjadi sumber utama bahkan satu-satunya sumber informasi.…”

Section: Kajian Pustakaunclassified

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Investigasi Penggunaan Buku Teks Singapura Pada Pembelajaran Matematika

Cendana

Tamba

2023

Scholaria

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Textbooks have a strong influence on curriculum development, learning approaches, activities and even assessments of learning mathematics. The aim of the research is to describe the use of mathematics textbooks based on the Singapore curriculum in mathematics learning. This research is a qualitative research with a case study method. The participant is an elementary school teacher at a school in Tangerang. Data collection was carried out by observation using an observation guide. Data analysis was carried out descriptively using coding. Coding uses Nicol and Crespo's framework regarding the model of using textbooks in mathematics learning, namely adhering, elaboration, and creating and is seen based on the role played by the teacher in the learning process. The results of the study show that the level of teacher use of books is in the adhering category for each teacher's role in using textbooks.

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Section: Pendahuluanunclassified

Section: Kajian Pustakaunclassified

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Investigasi Penggunaan Buku Teks Singapura Pada Pembelajaran Matematika

Cendana

Tamba

2023

Scholaria

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“…Los docentes usan los libros de texto de matemáticas para tomar decisiones sobre qué enseñar, qué método de enseñanza se debe seguir y cómo presentar los contenidos, además de ser una fuente de actividades para el estudiante (Rezat, 2012;Qi, Zhang y Huang, 2018). En la clase de matemática se invierte un tiempo importante para que los estudiantes realicen actividades, en ellas se centra buena parte de la interacción que se da en el aula entre los estudiantes y entre ellos y el docente (Grouws, Smith y Sztajn, 2004, Hsu, 2013.…”

Section: Las Actividades Para Estudiantes En Los Libros De Textounclassified

Ideas estadísticas fundamentales en libros de texto de matemáticas para la educación primaria en Nicaragua y Venezuela

2021

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Se analiza cómo se incorporan las ideas estadísticas fundamentales en dos colecciones de libros de texto de matemáticas para educación primaria, por intermedio de las actividades propuestas para el estudiante. Se hizo un análisis de contenido para examinar las actividades de estadística y probabilidad en libros de texto de Nicaragua y Venezuela, clasificándolas por grado y nivel de exigencia cognitiva. Los resultados señalan que la colección de Nicaragua aborda tres de las siete ideas consideradas, aunque solo una de ellas se trabaja con regularidad. Los libros venezolanos también trabajan tres ideas mediante las actividades para el estudiante y dos de ellas tienen presencia en las de un grado. Aunque ambas colecciones proponen actividades de alta exigencia cognitiva, los mayores énfasis los hacen en las tareas de rutina y algorítmicas. Parece necesaria una revisión de ambas colecciones si se desea apuntalar la alfabetización estadística del ciudadano. Los docentes deben plantear actividades complementarias que cubran las ideas no presentes en los libros y las actividades de mayor exigencia cognitiva.

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“…The teachers may essentially adopt their textbooks (Huang, Ozel, Li, & Osborne, 2014:443), follow or modify the sequence of tasks and lessons presented in textbooks (Kim, 2018:315). (Miguel, 2015:309) in his research found that adaptation of activities was a very frequent process showing while (Qi, Zhang, & Huang, 2018) found that the use of textbook reaches the level of elaborating and creating but most teachers still focused on elaborating level. The textbooks can be used as main sources or only a reference.…”

Section: Introductionmentioning

confidence: 99%

English Teachers’ Decision in Utilizing Textbook in Their Classroom

Mallipa¹,

Murianty²

2019

LEEA

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This study was conducted at SMAN 1 Manokwari, West Papua. The data were collected through classroom observation and interview with two qualified English teachers in the school. The results showed that the English textbooks provided were the main learning source in teaching reading comprehension. The teachers contextually modified the sequence of the tasks and lessons from the textbooks before assigning them to the students in teaching speaking, listening and grammar. Some factors that were considered by the teachers in selecting materials were the availability of learning materials in school, students" needs, and students" level of English competence, school facilities and the national exam. The results of these study consider practical implications to give teachers, practioners, other reserachers and author of textbooks in developing teaching materials to be used in different context of classroom.Keywords: the 2013 curriculum, decision making, textbook use LITERATURE REVIEWTextbooks are mostly used in English teaching and learning process. Textbook in this study refers to the printed materials that are provided by government to support the implementation of the 2013 curriculum. The English textbooks are designed to develop language competence of students. The textbooks are organized based on the Genre Based Approach. Genre is related to type of text. It is the classification of text based on three characteristics: the communication purpose, organization structure, and language features. The communication purpose or social function is the reasons to speak, write or create a text. Organization structure or generic structure is the way text is organized or arranged. Language features refer to grammar, vocabulary and connectors that are used in text.The government provides book for teachers and books for students. The books for teachers are different from the books for students. The books for teachers give guidelines for teachers to design teaching activities in order to lead

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Textbook Use by Teachers in Junior High School in Relation to Their Role

Cited by 7 publications

References 14 publications

Investigasi Penggunaan Buku Teks Singapura Pada Pembelajaran Matematika

Investigasi Penggunaan Buku Teks Singapura Pada Pembelajaran Matematika

Ideas estadísticas fundamentales en libros de texto de matemáticas para la educación primaria en Nicaragua y Venezuela

English Teachers’ Decision in Utilizing Textbook in Their Classroom

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