High School Mathematics Teachers Research Articles

Discussion on the Management Strategies of Junior High School Mathematics Teachers as Head Teacher

Discussion on the Management Strategies of Junior High School Mathematics Teachers as Head Teacher

Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana

This study focused on Mathematics teachers’ problem-solving knowledge, practices and students’ engagement based on Polya’s problem-solving model, using the sequential explanatory research design. The study adopted the census technique to collect data from 80 Junior High School Mathematics teachers for the quantitative phase. Thereafter, five Mathematics teachers were selected from the 80 teachers for interview to supplement quantitative findings. The quantitative data was analysed using means and standard deviations while the qualitative data was transcribed and analysed thematically. The results demonstrated that even though Mathematics teachers had knowledge, they moderately used problem-solving instructional strategies in their lessons. They applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Therefore, the researchers recommend a

Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

Teachers’ Perception About Islamic Values Integration Into Mathematics Learning Through Comics

Aceh is one of 34 provinces in Indonesia that has a local education goal, that is, the education is implemented based on Islamic values. The integration of Islamic values into mathematics learning can be implemented by using learning media. This research is an early phase of developmental research. The purpose of this study was to investigate teachers’ perceptions of the integration of Islamic values ​​into mathematics learning through comics. The participants were 40 junior high school mathematics teachers in Banda Aceh who join the PMRI workshop. Data were collected through an open-ended questionnaire consisting of 11 questions and then analyzed descriptively. The results showed that teachers (87.5%) believed that Islamic values and mathematics ​​are integrated; moreover, mathematics teachers and religion teachers play a major role in teaching Islamic values. The majority of teachers (95%) believed that the knowledge of Islamic values influences the way they teach. However, more than half of teachers (62.5%) had never attended a workshop or seminar, or read articles that discuss the integration of Islamic values ​​into mathematics learning through comics. The result of the study also showed that the mathematics comics in Islamic values were limited. Therefore, it is necessary to develop mathematics comics in Islamic values contexts.

Experiences of Senior High School Mathematics Teachers With Higher Order Thinking Skills (HOTS) In Riau Islands Province-Indonesia

Higher-order Thinking Skills (HOTS) are essential for students, and teachers must properly train and handle them. This study aims to explain mathematic teachers' learning preparation and experiences, evaluate mathematic teachers' perception of HOTS, investigate mathematic teachers' efforts to improve HOTS for senior high school students in Riau Islands Province, Indonesia and to find out students’ HOTS ability. One hundred and twelve senior senior high school mathematic teachers in the Province of Riau Islands were the sample of this survey. Experts validated the research instrument, which is in the form of an updated questionnaire. A descriptive statistic was used to evaluate the results (in percentage). The Riau Islands Province senior senior high school mathematic teachers did a good job of planning the class, but it was not done consistently. Some teachers did not completely plan the lessons according to the educational standards that were recommended. Teachers' most difficult challenge in raising student HOTS during the mathematics learning process was deciding on an engaging stimulus that was suitable for the nature of the material to be taught. The teachers' understanding of HOTS is sufficiently broad, and they believe that HOTS should be taught to students.

Development of Student Worksheets Based Computational Thinking for Derivatives of Algebra Function

Computational Thinking (CT) is one of the important thinking skills in the 21st century. However, mathematics has not been widely developed in the classroom learning process. The results of the initial study show that there is no student worksheet based on compuational thinking for high school students. This study aims to develop a Student Worksheet (LKPD) based on Computational Thinking the derivatives of algebra function of for high school students. This type of research is development research with ADDIE model development research design. The steps are analysis, design, development, implementation, and evaluation. The research subjects were high school students of grade 11 who received material on the derivatives of algebraic functions. The research instruments were student worksheet as a development product, expert validation questionnaires, teacher practicality questionnaires, and student response questionnaires. The product developed in this study is a CT-based math worksheet for the derivatives of algebraic functions for high school students. This product is validated by material experts and mathematics learning experts. Furthermore, the practitioner test by high school mathematics teachers and questionnaire responses by high school students, the number of students are 20 people. The results of this study are the Mathematics Student Worksheets based on Computational Thinking material for the derivatives of algebra fuction for high school students that are valid and practical. The resulting LKPD contains CT steps, namely abstraction, generalization, decomposition, algorithmic, debugging. This worksheet is one way to integrate computational thinking in mathematics learning.

Penggunaan Geogebra dalam Geometri Ruang

The rapid development of technology opens up new opportunities and ways in doing many things, including to develop the world of education. One of the learning media that is currently developing so rapidly is a computer with various relevant programs. One of the computer programs that can be used as a medium for learning mathematics is the Geogebra program. The purpose of this community service is to find out the use of Geogabra in geometric geometry at Sei Putih High School, Kampar Riau Regency. The methods that will be used in this activity are direct observation, interviews, presentations, and questions and answers. The results of this service activity received a positive response from the partner schools and the teachers participating in the workshop. This can be seen from the enthusiasm of the training participants and the seriousness of the participants during the activity. The participants hoped for further training so that the competence of the Sei Putih High School mathematics teacher in learning using Geogebra would increase.

Pelatihan Pengembangan Instrumen Penilaian Numerasi untuk Peningkatan Kompetensi Guru Matematika SMP

Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment has different objectives and formats compared to Ujian Nasional (National Exam), therefore teachers need to upgrade their knowledge of assessment instruments that measure students’ numeracy skills. This training aims to develop teachers' professionalism and competence in developing numeracy assessment instruments. The training was carried out online through a Zoom Meeting with participants of 29 junior high school mathematics teachers in Bogor Regency, West Java. The training was delivered in 2 sessions by 2 mathematics education lecturers from Universitas Negeri Jakarta. The first session with topics of AKM discussed the material domain, cognitive level, and the form of the questions on the AKM questions. The second session was with topics of numeracy skills discussed the benefits and the definition of numeracy skills. At the end of the training, participants were assigned to make a numeracy assessment instrument within 1 week. Participants and presenters join WhatsApp groups as a forum for discussion in the process of doing assignments. This training activity produces an output in the form of a numeracy assessment instrument that is developed based on the AKM question format. Participants are motivated and have ideas to develop numeracy assessment instruments.

Research on the Cognition of Pre-service High School Mathematics Teachers for Implementing Mathematical Abstract Literacy

Currently, mathematical abstract literacy has attracted extensive attention from all walks of life. Many relevant problems about it have been studied except the cognition of implementing mathematical abstract literacy of pre-service high school mathematics teachers. To address this gap, this study investigates 51 pre-service high school mathematics teachers through open-ended interviews in order to learn about the cognitive situation of pre-service high school mathematics teachers for implementing mathematical abstract literacy. After analyzing, it can be found that about implementing mathematical abstract literacy: 1. Pre-service high school mathematics teachers do not have a comprehensive cognition; their cognition, both overall and in different dimensions, is not half of the number of recommendations for implementation made by previous authors, and the subjects they realize for implementation are limited to both teachers and students. 2. Pre-service high school mathematics teachers do not have a very reasonable cognition; there is a certain one-sidedness, and some of the ideas lack feasibility or effectiveness, which need to be further explored and considered. Therefore, it is suggested that: 1. Experts and teachers who are responsible for educating teachers should increase emphasis on mathematical abstraction literacy and provide pre-service teachers with more opportunities to practice teaching. 2. Pre-service teachers should take the initiative to study and research, focus on combining theory and practice, and continuously reflect, adjust and improve.

The Use of ICT and Its Challenges during the COVID-19 Outbreak: A Phenomenological Study of Junior High School Mathematics Teachers in Indonesia

The Use of ICT and Its Challenges during the COVID-19 Outbreak: A Phenomenological Study of Junior High School Mathematics Teachers in Indonesia

Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

Readiness of High School Mathematics Teachers in Implementing the 2013 Curriculum in Online Learning

The Covid-19 outbreak that hit Indonesia required teachers to carry out online learning while still prioritizing the quality of education. This study aims to describe the readiness of Mathematics teachers to implement the 2013 curriculum in online learning to create quality learning. This readiness consists of several indicators, namely (1) understanding of the structure and material of the 2013 curriculum mathematics, (2) readiness to use teachers' mathematics books, (3) readiness to use students' mathematics books, (4) readiness to plan mathematics learning, (5) management readiness mathematics learning, (6) the readiness of the mathematics learning process, (7) the readiness of the assessment process. The data collection technique used a questionnaire. The research subjects were all high school mathematics teachers in Tualang District. The data analysis technique used descriptive qualitative. The results showed that the readiness of mathematics teachers at Se- Spectacular Tualang High School to implement the 2013 curriculum in online learning was in the "very unprepared" category of 10% (2 teachers), 25% "unprepared" category (5 teachers), "ready enough" category by 15% (3 teachers), the "ready" category by 40% (8 teachers), and the "very ready" category by 10% (2 teachers). Curriculum 2013 on online learning is included in the "ready" category.

Kriteria Buku Referensi Media Pembelajaran Matematika Yang Diperlukan Bagi Guru-Guru SMP Di Mataram

The purpose of this study was to determine the criteria for a mathematics learning media reference book that is needed for junior high school mathematics teachers in the city of Mataram. The research begins with a survey on whether learning mathematics requires media, then identifies the frequency with which teachers use media in learning mathematics, as well as the reasons teachers never or rarely use media in learning mathematics. Based on the survey, it was found that teachers need reference books to develop mathematics learning media, so it is necessary to develop the criteria for the required reference books. Furthermore, a literature review was conducted to compare the needs (ideal conditions) for Learning Media reference books with the current state (real conditions). Conclusion The results of the study show that the materials that require media are: arithmetic operations Integers and fractions, Linear Equations, Sets and Venn Diagrams, geometry, Function values, function graph sketches, slopes of lines, Pythagoras, circles, tangents, inner circles and the outer circle of a triangle, the properties of geometric figures, similarity, congruence, cylinders, cones, and spheres. In addition, the media needed are Concept Maps, Informative Power Points, Interactive Power Points, Student Worksheets, Learning Videos, Teaching Aids, and GeoGebra. Furthermore, the criteria for a valid book were developed based on the results of the study which included 4 aspects, namely material aspects, language, presentation of material, and graphics

Secondary/High School Mathematics Teachers' and Mathematics Teacher Candidates' Opinions about HTTM (History/Theory/Technology/Modeling) Learning Process

"Abstract: The aim of this study is to investigate the opinions of the secondary and high school mathematics teachers and mathematics teacher candidates who have been educated about HTTM learning process and experienced HTTM activities in the classroom environment about HTTM learning process. The study is a basic qualitative research study conducted with a qualitative understanding. The sample of the study consisted of three secondary school maths teachers working in different secondary schools and three high school math teachers working in different high schools in Turkey during 2016-2017 academic year, five senior class students who are secondary school mathematics teacher candidates taking teaching practice course and applying teaching practices at different secondary schools and five high school mathematics teacher candidates applying teaching practices at different high schools. The data of the study is comprised of video analysis of the interviews conducted through semi-structured interview form with the secondary and high school mathematics teachers and mathematics teacher candidates. Content analysis technique was used in the research. As a result of the data analysis, a two-dimensional structure related to HTTM learning process was obtained. In the first dimension of the findings 15 themes were obtained. These are preparation, time, flexibility, interdisciplinary nature, contemporary skills, technology integration, history of science integration, working with groups, metacognitive skills, conceptual understanding, projects, problem posing, motivation, evaluation and teacher competency. In the second dimension of the findings; benefits, difficulties and suggestions related to 15 themes were put forward."

Research on the Cognitive Degree of Pre-service High School Mathematics Teachers on the Implementation for Data Analysis Literacy

Currently, data analysis literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of pre-service high school mathematics teachers on the implementation for data analysis literacy. In order to better implement the data analysis literacy in the process of middle school education, this study investigates the understanding of pre-service high school mathematics teachers on the implementation of data analysis literacy. This research design adopts the combination of quantitative and qualitative methods. 51 pre-service high school mathematics teachers from a university are selected through cluster sampling. Their cognition of implementing data analysis literacy is investigated through interview, and then the data are classified and coded by list method. It is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers on the implementing for data analysis literacy is not wide, and more than half of the content on the implementing for data analysis literacy previously proposed has not been realized by many pre-service teachers yet; 2. The understanding focuses on that students should experience the whole process of data analysis; 3. The cognition of many pre-service teachers is not reasonable and lacks feasibility or effectiveness, which needs to be further explored and thought. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should provide more teaching practice opportunities for pre-service teachers; 2. Pre-service teachers should pay attention to observing students' learning status in the process of practice, reflect on whether their cultivation strategies are reasonable, and then make further adjustments according to the actual situation of the school and classroom.

MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE

<p>Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.</p>

Students’, Pre-Service Mathematics Teachers’, and In-Service Mathematics Teachers’ Perception on Calculus Learning Video

Calculus is a branch of mathematics that must be studied in school, especially at the high school level. One of the subjects in calculus is the application of integral on the volume of solid of revolution. The use of learning video as media can help students in a conceptual understanding of the volume of solid of revolution, which is one of the abstract objects in calculus. This article discusses the development of solid revolution learning videos' volume. It describes students' perception, pre-service mathematics teachers, and in-service mathematics teachers in the video. The subjects who participated in this study were 48 students in grade 12 in one state high school in Sambas Regency, West Borneo, 8 pre-service mathematics teachers of one of the universities in Yogyakarta, and 3 high school mathematics teachers in Sambas Regency. Data were collected by using a questionnaire consisting of several open questions. Through open questions, subjects were intended to express their ideas or opinions about the learning video. The finding showed that most respondents have positive perceptions of calculus learning video. 76,74% of students agree that the video is suitable for use at the beginning of learning this subject; all in-service mathematics teachers agree, and 75% of pre-service mathematics teachers also agree. This indicates that the learning video can be used as one of the teaching aids in the learning of solid revolution

Training of Mathematics Olympiad Contents by Using Edmodo App for Mathematics Teachers of MGMP of Junior High School in Bukittinggi City

The purpose of this study is to improve the ability of mathematics olympiad coaches through the edmodo platform, and to find out the satisfaction of Bukittinggi junior high school mathematics teachers in fostering mathematics olympiads with the edmodo application. The target audience for the service is mathematics teachers in the Subject Teachers' Consultation (MGMP) at Bukittiggi Junior High School Mathematics. This training stage begins online with workshops from home, giving out questionnaires, administering tests, then followed by giving Edmodo platform skills, strengthening math olympiad training materials, and offline discussion sessions in the Edmodo class. The results of the training implementation showed that the mastery of Mathematics teachers in junior high schools in Bukittinggi City on the Olympic material through the tests given on the Edmodo platform was 76%, meaning that teachers who participated in this activity were able to conduct mathematics Olympiad coaching with the Edmodo application. While the results of the participant satisfaction questionnaire were 81.27% participants had good satisfaction with the training activities carried out.

Pelatihan Geogebra Sebagai Media Pembelajaran Matematika Pada Guru-Guru SMP Di Kota Mataram Tahun 2021

In the 2019 survey, 82.2% of teachers never participated in media training, especially learning media based on geogebra technology. Meanwhile, 92.8% of teachers stated that mathematics requires learning media. The low quality of education in NTB requires special attention from both the government and the private sector, so it is important to conduct technology-based learning media training in order to improve the quality of education, especially improving the quality of teachers. The training was carried out using offline and online methods for two days, 19 and 20 August 2021 at SMPN 16 Mataram. The training was attended by 22 participants from junior high school mathematics teachers in the city of Mataram. In the implementation of the training, an evaluation was carried out using questionnaires and observations. The conclusions from the results of the service were as follows: Geogebra training as a medium for learning mathematics for SMP teachers in the city of Mataram in 2021 received a very good response and was well received by the teachers. Geogebra training as a medium for learning mathematics for junior high school teachers in the city of Mataram in 2021 is very in line with what is expected by mathematics teachers in the City of Mataram and increases teacher competence in the context of applying technology in learning to develop technology-based mathematics learning media.

Analysis of Difficulty Levels and Discriminating Power of Items Made by Junior High School Mathematics Teachers

This study aims to determine the quality of mathematics subject matter for class VIII SMP Negeri 12 Poleang Barat based on discriminatory power and level of difficulty. This research is categorized as descriptive research. Techniques used to collect data are interviews and documentation. The data analysis conducted in this study consisted of an analysis of the level of difficulty, and an analysis of discriminating power. Based on the results of research and discussion of item analysis which includes the level of difficulty and distinguishing power on the Final Even Semester Final Assessment Essay for Mathematics Subject Class VIII SMP Negeri 12 Poleang Barat for the 2020/2021 academic year. From the results obtained, it can be concluded that from a total of 5 essay questions in terms of the level of difficulty, it shows that the final assessment items for the even semester class VIII mathematics subjects have a level of difficulty which states that there are 2 items that are considered difficult (6%), questions that are difficult. including the medium category there are 2 questions (27%), and the questions that are included in the easy category have 1 question (43%). Meanwhile, in terms of discriminatory power, it states that as many as 2 questions (18%) have poor discriminatory power, 1 question (23%) has moderate discriminatory power, 1 question (54%) has very strong discriminating power.