Junior High School Mathematics Teachers Research Articles

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.

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.

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

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

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.

The Effect of Achievement Motivation and Teacher Participation in Course Teacher Consultations (MGMP) in Dumai, Riau Province

This research is motivated by the competence of the Mathematics teacher of Dumai Junior High School which is below the national average value. This study aims to analyze how much influence of achievement motivation, teacher participation, and teacher participation in MGMP together on teacher competence. To achieve this goal, this paper used a survey research type with a quantitative approach. The research population was all Mathematics teachers of Dumai for Middle School who had participated in the 2015 UKG, totaling 88 people. With the total sampling technique, the entire population was determined as a sample. The data analysis used is descriptive statistical analysis and inferential statistical analysis. The results showed that there was a positive and significant influence of achievement motivation on the competence of Mathematics teachers by 26.3%. There is a positive and significant effect of teacher participation in the MGMP on the competence of Junior High School Mathematics teacher by 22.5%. There is a jointly significant effect of 30.8% achievement motivation and teacher participation. The achievement motivation variable has a greater influence than the teacher participation variable. This means that the high and low competence of junior high school mathematics teachers in Dumai can be influenced by achievement motivation and teacher participation in MGMP.

JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PROFESSIONAL AND PERSONAL CHARACTERISTICS

ABSTRACT
 
 This study sought to determine the Junior High School Mathematics teachers’ level of professional and personal characteristics in Maguindanao Division I. Specifically, it determined the Junior High School Mathematics Teachers’ level of Professional and personal characteristics; the Junior High School Students’ level of academic performance in Mathematics; and the significant relationships of the teachers’ level of Professional and personal characteristics and their Junior High students’ level of performance in Mathematics. The study used the descriptive-correlational survey method. It determined the level of teaching practices of twelve (12) Junior High School Mathematics teachers of Maguindanao Division I in terms of professional and personal characteristics. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of professional and personal characteristics of the junior high Mathematics teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that Junior High School Mathematics teachers’ professional and personal characteristics is very satisfactory. It is further concluded that the outstanding professional and personal characteristics of the teachers have no bearing on the academic achievement of the students. The students must work hard to get higher grades and the teacher must develop professional and personal characteristics to perform tasks exceedingly.
 
 Keywords: Professional and Personal Characteristics, Junior High School Mathematics Teachers, Level of Academic Performance

THE ABILITY OF MATHEMATICS TEACHERS IN USING COMPUTERS, SMARTPHONES, AND INTERNET

This study aimed to determine the ability of mathematics teachers to use computers, smartphones, and the internet according to their birth years (generation) and gender. The ability of teachers to use computers, smartphones, and the internet is beneficial to support mathematics learning using information and communication technologies. The research method was mixed research by surveying 92 mathematics teachers, 35 junior high school mathematics teachers, and 57 high school mathematics teachers in West Java. The results show that: (1) the ability of mathematics teachers in using computers, smartphones, and the internet has supported the application of technology-based learning in mathematics learning; (2) there are differences in the ability to use computers, smartphones, and the internet among the X, Y and Z generation of mathematics teachers. The ability in using computers, smartphones, and the internet of the Y and Z generation of mathematics teachers is better than that the of X generation; (3) there are differences in the ability in using computers, smartphones, and the internet between male and female teachers; male teachers are better than female teachers; (4) there is no significant difference in the ability in using computers, smartphones and internet between mathematics teachers at the high school and junior high school levels; (5) there is no interaction effect between teacher generations and levels of educational institution, on their achievement of the abilities in using computers, smartphones, and the internet

Integration of 4C competencies in online mathematics learning in junior high schools during the covid-19 pandemic

Critical thinking, collaboration, creativity, and communication (4C), need to be owned by students. The purpose of this study: To analyse the role of junior high school mathematics teachers in developing 4C competencies. The methods: A qualitative approach is used. The research team collaborated with SMPN 24 Semarang. The research subjects were mathematics teachers of SMPN 24 Semarang. Data analysis: data reduction, data exposure, data interpretation, and conclusion drawing. The data were obtained from observations, interviews with research subjects, and FGD. The results: (1) The role of the Mathematics teacher in cultivating 4C was carried out by providing open-ended questions to students and inviting students to discuss them in small groups. (2) Teachers need to be trained to develop online learning so that mathematics material and 4C competencies can be integrated and absorbed by students optimally. In conclusion, (1) open-ended questions can be used by mathematics teachers as a means of interpreting Mathematics lessons with 4C competencies through student discussions in small groups. (2) During the Covid-19 pandemic, teachers need to be trained to develop online learning so that mathematics materials and 4C competencies can be integrated and absorbed by students.

Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers’ practice of differentiated instruction and its associated challenges in Tano South district, in the Ahafo Region of Ghana. Simple random sampling technique was used to select 50 JHS mathematics teachers for the quantitative study with the aid of questionnaire, purposive sampling technique was used to solicit qualitative data for the study using interview guide. Inferential statistics and thematic analysis were used to analysis the quantitative and qualitative data respectively. It was generally observed that, there was no significant differences between special and general education teachers practice of differentiated instruction. Therefore, the study recommends that Ghana Education Service (GES) and stakeholders in education should implement professional development and training programmes for both general and special mathematics teachers on differentiated instruction.

Preparations for the modular distance learning (printed) amid the covid-19 pandemic: Assessment of public junior high school mathematics teachers experiences

Since the start of community quarantines throughout the Philippines, schools have been forced to close their doors for face-to-face classes. The Department of Education, in its wish to continue delivering instruction, resorted to different distance learning delivery modalities ? one of which is modular distance learning (printed). This study assessed the public junior high school mathematics teachers? experiences in preparing for the modular distance learning (printed) amid the COVID-19 pandemic. The descriptive correlational research design was used. The participants were 15 public junior high school mathematics teachers in Cagayan who used the modular approach in teaching in the first quarter of the school year 2020-2021. Results showed that the participants managed to be very prepared for the modular distance learning (printed) in mathematics before the formal opening of classes but circumstances were not easy for them as the learning modality required them to go through a difficult level of preparations. Profile variables were compared and the levels of preparations and difficulty were correlated. An action plan based on the recommendations of the participants was presented.

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN MATEMATIKA MENGGUNAKAN WHITEBOARD ANIMATION PADA GURU-GURU MGMP MATEMATIKA SMP KOTA PEKALONGAN

Mathematics is one of the compulsory subjects in the junior high school education unit. The presentation of Mathematics learning is not supported by creative learning media that utilize the latest technology. The challenge of teachers facing the 4.0 revolution, namely junior high school teachers must be able to utilize technology in learning in addition to varying interactive learning models. The objectives of this training are (1) to introduce mathematics teachers to the use of Animated Chalkboard that can be used as learning media, (2) to improve the ability of Mathematics teachers to create Mathematics learning media using Animation Chalkboard, (3) to produce Mathematics learning media products Middle school uploaded via social media youtube. The training for Pekalongan City Middle School Mathematics teachers was held for three months. The methods used in this activity are (1) Socialization of the use of Animated Whiteboards as a medium of Mathematics learning, (2) assistance in making Mathematics learning media using Animated Whiteboards, (3) evaluation of instructional media products and training activities. The results obtained are an increase in the ability of teachers to create Mathematics learning media using Animation Chalkboards and increase learning media products uploaded to YouTube that can be utilized by Junior High School Mathematics teachers in learning. The product produced is Mathematics learning media that has been uploaded on YouTube social media.

The Ability of Junior High School Mathematics Teachers in Kampar Regency in Developing Higher Order Thinking Skills

Higher Order Thinking Skills are one of the skills that students must master in facing complex situations. These skills can be applied by teachers through Math learning at the junior high school level, therefore Math teachers must be able to facilitate students for Higher Order Thinking Skills questions. The purpose of this study is to identify the ability of the junior high school Math teachers in Kampar Regency in developing HOTS questions. A total of 30 teachers were asked to fill out a questionnaire and compile 2 HOTS questions. The results of the questionnaire were described and the questions made by the teachers were analyzed based on three aspects, namely 1) the topics chosen by the teacher; 2) the classification of questions based on dimensions of cognitive processes; and 3) the classification of questions that meet the Higher Order Thinking Skills category. The findings showed that the teachers chose a variety of topics including numbers, algebra, geometry and measurement, statistics and probability. Based on the dimensions of the Bloom Taxonomy cognitive process, the questions prepared by the teachers include understanding, implementing, analyzing, and evaluating. 25% of the questions were categorized as Higher Order Thinking Skills questions.Keywords:Junior high school teachers’ability;Higher Order Thinking Skills; problem constructing

The Enablers and Outcomes of Research Productivity among Junior High School Mathematics Teachers: A Structural Model

Research is a universally acknowledged tool in and for education. This study investigates the enablers and outcomes of research productivity of high school mathematics teachers. Using partial least square structural equation modelling, data from 211 tenth-grade mathematics teachers of five public schools divisions in the northeastern part of Philippines was evaluated. Findings showed that the research participation and productivity respondents was generally low but the teacher-researchers’ growth potential is immense. The individual-institutional-leadership model strongly and positively influenced research productivity. Leadership in research in the school level is a critical area towards research productivity. The findings have policy implications in terms on how to encourage mathematics teachers to participate in research-related activities that will contribute to a research-informed teaching and learning. It is highly recommended to develop interventions to improve involvement, extrinsic motivation, mentoring, networking, resources, and leadership domains.

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

This paper presents the process and the results of the development of a mentoring model based on pedagogical content knowledge (PCK) and lesson study, called the ADD-CoRE model, which is valid, practical, and effective. This was Research and Development research. This model was developed through the collaboration between the lecturers at Mathematics Education Study Program and junior high school mathematics teachers in Palopo City. The specific goal of this study was the availability of the ADD-CoRE model syntax, supplemented by supporting tools, namely the model book and the textbook. The ADD-CoRE model development process consisted of four phases, namely the initial assessment, the design, the realization, and the testing, evaluation, and revision phase. The components included in the model were: syntax, social system, the principle of reaction, support system, instructional impact and accompaniment. Field trials were carried out three times at three junior high schools in Palopo City. The results of the development of the teacher mentoring model based on PCK and lesson study (ADD-CoRE models) met the validity criteria, as indicated by the validator assessment results. It also fulfilled the practicality criteria based on the teachers' responses, the model implementation, and the PCK teacher observation results. Besides, it satisfied the effectiveness criteria based on students' responses, students' activities in learning, and students' learning outcomes for the topic of polyhedra. The ADD-CoRE model syntax consisted of six phases, namely: (a) Analyzation, (b) Direction, (c) Demonstration, (d) Collaboration, (e) Rotation, and (f) Evaluation. This research is expected to be a mentoring model for teachers and prospective teachers to improve the quality of learning.

Teaching and Learning with Technology: Ramification of ICT Integration in Mathematics Education

The study was undertaken to determine the extent of integration of Information and Communication Technology (ICT) to Mathematics teaching and learning processes among Junior and Senior High School teachers in the Division of Tanauan City. Further, the research also identified various challenges encountered in ICT-based teaching and learning Mathematics. This study used mixed method of research to obtain the necessary data in the conduct of this research. Specifically, the researchers used survey questionnaire, interview, and focus group discussion with the 77 junior and senior high school Mathematics teachers from the division of Tanauan City. The actual number of respondents was determined using Raosoft sample size determination at five percent margin of error and used stratified random sampling. The Weighted Mean, Frequency Distribution, Percentage, Mean, Standard Deviation, and T-test were the statistical tools used to analyze the data gathered. Based on the findings of the study, majority of the respondents were female, bachelor’s graduate, from teachers I to III, 15 years below in the service and not active in the ICT – related seminars attended. Most of the respondents use technology in writing lesson plans, in computing students’ results and, in teaching the lesson through power point presentations. However, due to the lack of resources and little fund from the MOOE, the respondents rarely use telecommunication devices such as cable, satellite, fax-machine etc. to interact with pupils. There is a significant difference between the extent of the use of ICT in teaching and learning Mathematics and years in teaching. Different challenges like lack of ICT facilities, confidence in the use of ICT and lack of trainings attended were the most commonly identified by the respondents. With the aforementioned, the researchers recommended that Mathematics teachers must be given more opportunities to participate ICT-based seminars and trainings.

Collaborative classroom action research for mathematics and science teachers in Indonesia

Based on government regulation, as a part of career advancement for teachers in Indonesia, they need to do a Classroom Action Research (CAR) to reach the next level professional career. Unfortunately, this policy leads to problems that many teachers who find difficulties in doing classroom action research prefer using sort cut by asking agency to help them provide a well written classroom action research report. This situation triggered many people to take benefit by providing service for creating fake classroom action research for teacher as part of requirement in achieving next level in their career. There are some obstacles for teachers in doing classroom action research: (1) lack of knowledge theory in classroom action research; (2) lack of skill in designing instruments for data collection process; (3) lack of skill in analyzing the data; (4) lack of skill in writing the research report; (5) complicated regulation for teachers in conducting dissemination of their research. A model of TPD need to be formulated to overcome those obstacles and help mathematics and science teachers doing CAR for solving problems in their classroom or improving learning process and learning outcomes. A design research with engineering research approach is adopted as methodology of the study for designing a TPD model. The participants of the study are mathematics science teachers, lecturers, and supervisors from 5 provinces in Indonesia: North Sumatera, Riau, Jambi, Central Java, and East Borneo. This paper aims to describe the process and the result of the teachers’ professional development program for elementary and junior high school science and mathematics teachers in Indonesia through collaboration classroom action research with lecturer and school supervisors as the answer of those obstacles.

KARAKTERISTIK SELF-EFFICACY GURU MATEMATIKA SMP DI KOTA SERANG

Learning mathematics is inseparable from how mathematics is taught in educational institutions, but also the success of a teacher in teaching. This means that the teacher's role is very important to influence students' success in learning. In the learning process a teacher must have confidence (self-efficacy) in order to achieve learning goals. The teacher is a profession of a person who has the duty to educate, to teach, to guide, to assess and to evaluate students in the process of growth and development of students in order to achieve learning goals. Self-efficacy to the teacher is a teacher's self-confidence in his ability to organize and run learning programs so that the success of teaching assignments is specific to certain material contexts and can affect student performance. The purpose of this study was to describe the characteristics of the self-Efficacy of junior high school mathematics teachers in Serang City. This type of research is qualitative research. The subjects of the study were junior high school mathematics teachers in Serang City. Data collection techniques in this study used observation, interviews and documentation. The interview instrument was modified from the General Self-Efficacy (GSE) instrument which consisted of 10 question items. The data that has been obtained is then analyzed using the constant comparative method. The results showed that there were characteristics of the self-efficacy of mathematics teachers in Serang City which could be grouped into 2 groups is constructive groups and normative groups. Constructive groups are teachers who have high self-efficacy. While normative groups are teachers who have moderate self-efficacy.

The readiness of junior high school mathematics teachers in implementing Permendikbud No. 37 of 2018

The purpose of this study was to describe the readiness of Junior High School mathematics teachers in Yogyakarta in implementing Permendikbud no. 37 of 2018. This is because as a component as well as an executor of the curriculum, teachers need to be prepared to implement the new Permendikbud. The type of this research is a mix of quantitative and qualitative study using survey technique and interview. From the results of the questionnaire and interview sheet, data were obtained that most schools had syllabus, teacher manuals, student textbooks, assessment rubrics, and lesson plan for each Basic Competency. However, there are some schools that still lack in learning resources and learning media so it must be prepared by the teacher himself. In general, some teachers still have difficulties in several aspects when designing Lesson Plan based on The Core Competency and The Basic Competency set by the government i.e. in creating innovative learning media, in practicing various learning strategies and in carrying out holistic assessments. So, it can be concluded that there are still a number of Junior High School mathematics teachers who are not ready to implement Permendikbud no. 37 of 2018.