Junior High School Mathematics Research Articles

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.

Schema of competencies for mathematics junior high school based in Indonesian curriculum

The objective of this research was to develop a Schema of Competencies for Mathematics Junior High School Based in Indonesian Curriculum, specifically for VII and VIII grades and thus, to describe the assessment results given by mathematics education experts and teachers on the product with regard to feasibility of implementation. The research method is qualitative/descriptive using the 4D development model. The subject of this research was a Junior High School mathematics teacher in Yogyakarta and mathematics education experts. Qualitative data was obtained from development notes, suggestions from supervisors, mathematics education experts, and teachers. After that, the data were analyzed using descriptive analysis that is used to revise the products. The quantitative data collection was carried out by questionnaire and analyzed using Aiken’s V. This research produces a schema of competency achievement, which is diagram that describes the order of achievement of a defined competency. There are 23 knowledge and skill basic competencies that contain 19 mathematical topics. There are 9 topics studied in 7th grade and 10 topics studied in 8th grade. The following things that are done in developing a scheme is calculation the number of effective weeks, translation of Indicators from basic competencies, compilation of the semester program, determine competency prerequisites, preparation of product assessment sheets, make a scheme systematics, expert validation and then revise the scheme, after that do a product feasibility assessment. The content-validity coefficient for each material in the range of 0,819 – 0,917 on very high criteria. Therefore, the schema of competency achievement is feasible to implement.

DEVELOPMENT OF MATHEMATICS LEARNING DEVICE WITH GUIDED DISCOVERY MODELS ON CIRCLE MATERIAL

The research conducted is a development research that adapts to the model by Plomp development model(2010) which consists of3 phases, they are the preliminary research phase, the prototyping phase, and theassessment phase. The purpose of this study is to find out how the process of developing learning devicesand how the results of the development of mathematics learning tools in junior high school level that applyguided discovery models for circle that meets valid, practical, and effective criteria. In this study, researcheruses several instruments such us Learning Implementation Plans, Student Worksheets, and AssessmentSheets; observation instrument sheet of the implementation of learning; students’ questionnaire responseinstruments and the instrument of validation sheet. The results of this study is junior high schoolmathematics’s learning tools on the circle material using the guided discovery model. This learning toolhas been validated by experts and received positive responses from both teachers and students whenapplied in class. So, the mathematics learning device withguided discovery models on this circle materialhas fulfilled valid, practical, and effective criteria.

VALIDASI MODUL PEMBELAJARAN MATEMATIKA MATERI BANGUN RUANG SISI DATAR BERBASIS ETNOMATEMATIKA MASYARAKAT SUKU SASAK DI SMP

This research which is entitled validity of the mathematics learning module on the ethnomathematics-based material of the Sasak community in junior high school aims to develop module as teaching materials based on Ethnomatematics on the material of build flat side. The research method used is a research development method which is used to produce a developed module and to test the effectiveness. The product developed is a junior high school mathematics module. The validity of module in this research is based on the feasibility of the standard of the material, media and culture module. The quality of the module validity meets the valid criteria in terms of material, media, and culture with scores of 186, 65 and 4 respectively. Thus, the mathematics learning module on the ethnomathematics-based material of the Sasak community in junior high school which is developed in this research is valid.

Review and Reflection on the Research of Mathematics Problems in Junior High School

The problem of mathematics is an important teaching method of students' core qualities cultivation. Statistics and analysis of The master's thesis related to "junior high school mathematics" and "problem posing" in the past ten years were counted and analyzed from chronological distribution, institutional distribution and research topics and other dimensions. The research results: ignorance of domestic research on the textbook content; formalization of problem raising under the the guidance of theory; the opposite direction of demonstration and qualitative research; fuzzy and superficial results and countermeasures of research. Research reflection: broaden thoughts of the field, attach importance to the study of textbook content, and enhance the expression of the teacher’s question raising; deepen the guiding ideas, reiterate the theory to guide the practice, reflect the complement of the theoretical practice; be rigorous about thoughts, attach importance to empirical and quantitive combination, improve scientific and appropriate research methods; develop the logical thinking, focus on the study of results and countermeasures, and manifest the value of research results.

“We Need Supervisors”: Problematic Implementationof Curriculum 2013 among Mathematics Teachers

The development of the curriculum is a dynamic process which aims to comply with the evolvement of knowledge and technology. However, the implementations of the reformed curriculum have been acknowledged to raise various issues. Likewise, among the issues related to the implementation of the Curriculum 2013, known as K13, in Indonesia was teachers’ difficulties, including mathematics teachers. This study aimed at investigating and describing the difficulties faced by junior high school mathematics teachers in implementing K13. The study applied a mixed-method approach involving 66 from a total of 78 junior high school mathematics teachers in Lhokseumawe, Aceh Province, as the study sample. The findings showed that 50%-60% participants encountering difficulties in components of training and socialization of K13, lesson planning, learning activities, and assessment and reporting the learning outcome. Although 93.94% teachers have taken the K13 training, only 56.45% of them sometimes implemented the curriculum in the classrooms. Additionally, the main resource of the difficulties was the ineffectiveness of training and socialization of K13 the teachers had attended. The teachers expected that there would be a learning community or forum as the follow-up action of the training, which can supervise the implementation of K13 in their classes. The directions for further research to improve curriculum implementation were discussed.

OUTCOMES IN QUANTITATIVE RESEARCH WRITING AMONG JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS

This study investigated the junior high school mathematics teachers in terms of their research profile and performance in quantitative research writing and along the different parts of a quantitative research paper. It employed the qualitative approach in data gathering where a practical test in quantitative research writing was administered among 108 teachers. Frequencies and percent were computed to describe the research profile of the teachers and the actual outputs of the teachers in the practical test were evaluated by research experts using a rubric and their performance was measured quantitatively. The study revealed that majority of the junior high school mathematics have insufficient academic preparation in research, have not written research papers nor undergraduate and Master’s degree theses, lack professional development in research and involvement in research-related activities, and “underload” in terms of teaching load. They performed “Novice” or have attained the learning level in crafting a research title, developing the parts of the problem and its background, organizing the related literature, organizing the research methodology, analyze and interpret data, present bibliographic entries and stating the conclusions and recommendations. Their performance in quantitative research writing reveals that prerequisite and fundamental knowledge and research skills have not been acquired or developed adequately to aid understanding. Hence, an intervention program should be undertaken to upgrade the research capabilities of teachers.

Teacher’s belief of mathematical literacy based on local culture: Case study of junior high school mathematics teacher

This study was conducted to explain the teacher’s belief of school mathematics subjects in relation to their concepts of mathematical literacy based on local culture. The participants were three mathematics teachers at Junior High School in Java, Indonesia. They were chosen because they met the criteria, namely having at least five years teaching experience, having the awareness to conduct ethnomathematics studies, and teaching mathematics at school using local cultures minimum in one academic year. Research data were collected through interviews, observations during the teaching and learning process, and lesson plans. The data were then analysed using the interactive models of Miles and Huberman. The results of the study showed that mathematics was believed as a tool for solving problems in everyday life, which was related to human and cultural dimensions. The conception of teaching mathematical literacy based on local culture, as according to teacher perceptions, had not placed local culture as an evaluation tool for the development of mathematical literacy. This was because mathematical literacy was not yet believed to be a social construction developed based on mathematical ideas and practices in local culture.

Increasing the Students’ ability of High Order Thinking Skill (HOTS) By Implementing of blended learning

The purpose of this study is to improve the Students’ ability of High Order Thinking Skill (HOTS) by implementing of blended learning in the second semester junior high school mathematics course Mathematics Education Program FMIPA Hamzanwadi University academic year 2019/2020. This type of research was action research with three cycles. The research instrument used was HOTS ability tests. Data analysis used was descriptive qualitative narrative analysis and descriptive statistical quantitative data analysis. Based on the data finding, it was found that: 1) The learning process had improved seen from the observation results of the teaching and learning process, and 2) The ability of HOTS students had increased.

Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

Improving Junior High School Teacher Ability in Designing Higher order Thinking (HOTS) Problems

The result of 2015 PISA (Program for International Students Assessment) test which placed Indonesia in the 65th position of 72 countries showed the importance to improve the level of students thinking ability. There are many ways to improve the students’ thinking. One way to do that is by giving the students drill to solve higher order thinking problems. However, this solution is difficult to implement because designing HOTS (Higher Order Thinking Skills) problem is difficult for the teachers. Therefore, 20 junior high school mathematics teaches ware selected in order to give them training and workshop to improve their ability to design higher order thinking skills using action research methods. Three stages ware implemented in this training and workshop. First, introduction to HOTS, Second, designing HOTS Problems, and third, trying out and evaluating the test result. Product of the workshop are 30 mathematical problems in certain topic in which 15 of them are HOTS problems. To measure the effectiveness of the training and workshop, the result of pre-test and posttest were compared. Based on the data analysis, there was an increase of the ability of mathematics junior high school teachers to design problems to assess the higher order thinking skills.

Junior high school mathematics teachers’ knowledge in calculators

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

Junior secondary school teachers and students’ needs for the use of digital comics in learning mathematics

Digital comics are media presented in the form of visual images that can raise students’ motivation and interest in learning. In Indonesia, it is difficult to find comics relevant to mathematics learning and very few international journals discuss comics in mathematics learning. The purpose of this study was to develop digital comics as a medium for learning mathematics in junior high schools. This study is an early stage of developmental research using the ADDIE model, that is, analysis stage. In this stage, the needs of teachers and students towards the development of digital comics as a medium for learning mathematics were analyzed. Participants in this study involved three mathematics teachers, three vice-principals of curriculum and six students from three junior high schools in Banda Aceh with high, medium, and low national exam scores. Data were analyzed by using a descriptive qualitative method. The results showed that students were less interested in learning mathematics. Moreover, all teachers and students responded positively to the need for developing digital comics as a medium for learning mathematics. The study findings indicate that it is necessary to conduct further research on the development of digital comics as a medium for learning mathematics.

Design of a Problem-Based Virtual Learning Environment

This study aims to develop a problem-based virtual learning environment with interactive scaffolding for junior high school mathematics learning. Although several virtual learning environments for problem-based learning have been developed in response to developments in information and communication technology and the need for innovation in learning, the inclusion of interactive scaffolding as external support needed by students during the problem-solving process still has not received special attention. The development in this research follows the stages of ADDIE: Analysis, Design, Development, Implementation, and Evaluation. Research results are still limited to the design stage.

Aktivitas Guru Matematika dalam Pembelajaran Menggunakan Perangkat Lunak Geometri Dinamis

This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities. This study case involves two junior high school mathematics teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data were then analyzed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. The results of this study involved, first, the use of DGS in teaching and learning activities can be categorized into two activities: 1) shifting and 2) delivering content. The delivering content is later divided into two activities: a) applying representation and b) modeling. Shifting activity occurred when teachers had an interval period while conducting one activity to another. Delivering content-applying representation activity occurred when teachers were using DGS to deliver both conceptual and procedural materials to the students. Delivering content-modeling activity occurred when teachers were using DGS to make students acquire knowledge and have a problem-solving skill as performed by their teachers. The modeling activities occurred either explicitly and implicitly.

IDENTIFIKASI KENDALA DAN MASALAH DALAM PROSES PEMBELAJARAN MATEMATIKA

The purpose of this study is to identify the constraints and problems faced by teachers in junior high school mathematics learning. The subjects in this study were mathematics teachers from ten junior high school level in Pidie Jaya district, amounting to 15 people with purposive sampling. This type of research is descriptive qualitative. The research data was obtained from the results of MGMP activities (Subject Teacher Consultation) with two categories, namely material that was difficult to teach, and a difficult learning process for certain material. The results of the study show that some material that is difficult to teach is the sequence and series, congruence, statistics, algebra (rank in roots), geometry, opportunities, and equations and linear inequalities. For the learning process that is felt difficult for certain materials, namely Algebra (KPK, FPB and SPLDV), Series / pattern numbers, congruence, not actual rank, comparison, flat build, and statistics.
 Keywords: constraints, problems, learning mathematics, difficult material

A Practical Study of Mathematical Research Presentation in Junior High School Mathematics

A Practical Study of Mathematical Research Presentation in Junior High School Mathematics

Development and Practice of Open-ended Social Problems in Junior High School Mathematics Lessons

Development and Practice of Open-ended Social Problems in Junior High School Mathematics Lessons

Higher-order thinking (HOT) oriented learning: exploration of mathematics teachers’ perception

Teacher is one of the factors of the success in implementing high-order thinking oriented learning so that students can think at a higher level. In fact, students’ high-order thinking skills are still low, so teachers’ perceptual information is needed. This study aims to describe the perception of mathematics teachers on HOT-oriented learning from the aspects of (1) curriculum, (2) books, (3) training, and (4) learning activities carried out. The research method used was a survey with a quantitative descriptive approach. The population of this study was 29 state junior high school mathematics teachers in North Banjarmasin Subdistrict. Data was collected through questionnaires and analyzed using a Likert scale, percentage, and mode. The results obtained showed that mathematics teachers had the following perceptions: (1) positive for the 2013 curriculum, (2) positive for books that were with HOT oriented but negative for examples in textbooks easily understood by students, (3) positive for training material that had been followed, (4) positive that planning is needed to construct HOT criteria, increase questioning activities, express opinions, foster creativity, and students’ critical thinking skills, but negatively increase the activity of observation, student experimentation, and scheduled timelines.