Abstract
This research aims to develop a student-centered learning model based on local culture and instrument of mathematical higher order thinking of junior high school students in the frame of the 2013-Curriculum in North Sumatra, Indonesia. The subjects of the research are seventh graders which are taken proportionally random consisted of three public junior high schools with 86 students and two private schools with 40 students. As a Developmental Research, the work is done within three stages. The results obtained in the second stage, both learning tools (books of students, teachers, and students’ activities sheet) and research instruments are valid with minor revisions, and the results of the trial showed that the reliability scores of the tests comprising of Comparison (MAT-1), Social Arithmetic (MAT-2), Triangle (MAT-3), Quadrilateral (MAT-4), and Transformation (MAT-5) respectively 0.835, 0.588, 0.438, 0.833, and 0.908. The findings showed that the student-centered learning based on local culture model and the instrument for higher order mathematical thinking ability are valid and effective to use in teaching mathematics for junior high school.
Highlights
Higher order mathematical thinking ability is part of a major vision of mathematics education
Arises an interesting and important question to seek resolution, that is how do to develop a student-centered learning model based on local culture and instrument of higher order mathematical thinking? Relating to the problems proposed above, this research aims to develop a student-centered learning model based on local culture and instrument to measure higher order mathematical thinking of junior high school students within 2013-Curriculum in North Sumatera
While the calculation of reliability tests of the five teaching material consisting of Comparison (MAT-1), Arithmetic Social (MAT-2), Triangle (MAT-3), Quadrilateral (MAT-4), and Transformation (MAT-5) respectively scored 0.835; 0.588; 0.438; 0.833; 0.908
Summary
Higher order mathematical thinking ability is part of a major vision of mathematics education. The vision stated that mathematics education is devoted to understand the concepts and ideas of mathematics which are applied in solving routine and non-routine problems through reasoning, communicating, and developing connections within mathematics and beyond. The vision above is described in mathematical learning objectives proclaimed by the KTSP-Curriculum (2006) and 2013-Curriculum, and in accordance with the recommendation of NCTM (2000), which aims to develop: 1. The ability to solve mathematical problems emerged from real life; 2. The ability to use mathematics as a tool of communication; 3. The ability to relate the idea within mathematics; 4. The ability to reason mathematically in any circumstances, such as critical thinking, logical, and systematic; be objective, honest and disciplined in looking at and solving problems
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