bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division
Authors: Setiadi Nanang 
Published: January 2021

Abstract This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement. Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.
Variation of Tasks as a Strategy to Enhance Students’ Learning of Algebra
Authors: Fong Ng Swee 
Published: January 2021

Algebra challenges students and teachers alike. Students find algebra abstract. In particular the structural conception of algebra confounds students. Why should the task: (a) simplify x2 + 3x + 2 be any different from; (b) solve x2 + 3x + 2 = 0? Despite their best efforts, teachers find that many students continue to solve task (a) when there is no reason for doing so. Research shows that these two tasks require students to have constructed different meanings of structure and meanings of letters for such algebraic objects. What does it mean to simplify and what does it mean to solve? What meanings do letters have in each of these cases? In this talk, I wish to share how simple yet innovative strategies could be used to help students discern one set of tasks from another. These strategies, underpinned by the theory of variation (Marton & Tsui, 2004) were tested out by teachers in Singapore. Their work showed that students improved in their performance with various types of algebra tasks. Students’ improvements were reflected in terms of their capacity to justify their choices.
Exemplifying a Model-Eliciting Task for Primary School Pupils
Authors: Eric Chan Chun Ming , Widjaja Wanty , Dawn Ng Kit Ee 
Published: January 2021

Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.
Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia
Authors: Widjaja Wanty 
Published: January 2021

The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.
Teachers Views and Perceptions towards the Lesson Study Processes
Authors: Wahyudi Wahyudi , Preechaporn Warabhorn 
Published: January 2021

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.
Enjoying Maximising Opportunities For Learning Mathematics
Authors: Averill Robin 
Published: January 2021

In this keynote we will examine and participate in mathematics teaching and learning practices that contribute to strong learning focussed relationships and enjoyment of mathematics learning. Pedagogies, learning experiences, and caring teacher behaviours that include and extend beyond traditional mathematics teaching practices will be presented as examples of how academic relationships can be fostered towards all students making strong mathematics learning gains. The use of contexts that students find realistic, meaningful, and engaging will be discussed. A culturally responsive mathematics education model that encompasses cognitive, social, physical, and spiritual dimensions will be used to consider themes from the keynote session. Examples of research-practice links will be discussed.
Supporting Students’ Understanding of Area Measurement Through Verknippen Applet
Authors: Yunianto Wahid 
Published: January 2021

In this paper, we will present a case study of the possibility of using an applet in the teaching and learning of area measurement. The researcher investigated how an applet can support students’ understanding of the concept of conservation of area. Data were collected through video registration, students’ work and interviews. Students were involved in six meetings around the learning of area measurement. In some meetings, students worked on hands-on activities. For instance, through cut and paste activities, students would acquirethe concept of conservation of area. They witnessed that if there is no part thrown away when cutting and pasting a figure, the area will not change. However, when it comes to reshaping a figure into another one (rectangle), students would use trial and error. Some students would face difficulties reshaping the figures into a rectangle. They could not undo their cutting when they failed in making a rectangle. To some extent, hands-on activities will constrain students. The use of an applet which provides the same activities will help students to be more creative in reshaping a figure. The school has no internet facilities to access the applet. To see the possibilities of an applet to support students understanding, after some weeks, we invited students to play with the applet. We recorded students’ activities in working with the applet. Students were enthusiastic to try when they could not solve the problems. After the session with the applet, students worked on similar problems on paper. They successfully dealt with the problems. It reveals that students prefer to use the applet because they can easily try again when they fail. It shows that students could understand how to measure areas of irregular figures.
Impact of Brain Research upon School Mathematics for the 21st Century
Authors: White Allan Leslie 
Published: January 2021

In 1924, Hans Berger succeeded in recording the first human electroencephalogram (EEG). With developments in technology, there are now a variety of approaches for examining brain activity such as Magnetic resonance imaging (MRI), nuclear magnetic resonance imaging (NMRI), magnetic resonance tomography (MRT) and computed tomography (CT scans). This technology is giving the first glimpses of the vastness of our inner brain space and brain research is being used to treat autism spectrum disorders, Alzheimer’s disease, Parkinson’s disease and other brain related conditions. Importantly, the implications of brain research for education are beginning to emerge. This paper will discuss some of these implications with special focus upon mathematics teaching and learning. It will discuss a scale for classifying teaching strategies according to their aims and student learning outcomes involving understanding. It will end with a reflection on the importance of the end of a mathematicsclassroom lesson.
A Learning Trajectory of Indonesian 12-years Old Students Understanding of Division of Fractions
Authors: Nizar Achmad , Amin Siti Maghfirotun , Lukito Agung 
Published: January 2021

The purpose of this study was to describe mathematical hands-on activities that can support students to gain better understanding of dividing fractions. This preliminary research phase was started by testing, analyzing, and refining the initial hypothetical learning trajectory (HLT), then in the pilot experimental phase the revised HLT was implemented, and ended with the teaching experimental phase by developing a learning trajectory for 12-year old students in understanding division of fractions. In developing the trajectory, a design research methodology was employed by using four contextual-based learning series (sharing biscuit, sharing remaining chocolate bar, arranging bedroom mats, and running around school yard), including providing some concrete materials or pictorial models as manipulative tools. Seven mathematics experts and twenty five 12-year old students were involved during the research. The four designed learning goals were determining the quotient of division of integer by proper fraction, proper fraction by integer, two proper fractions, and two fractions. Students succeeded in demonstrating their understanding and stated that 16:1/2 = 32; 25/36:5 = 5/36; 24/64:1/2 = 6/8; and 15/2:3/4 = 10 respectively at the end of each designed activity. The interesting results of this study are not a proof, so that a much larger study is needed to determine if the results are due to this approach or due to the teachers’ enthusiasm or what is known as the Hawthorne Effect.
GeoGebra as a Means for Understanding Limit Concepts
Authors: Sari Puspita 
Published: January 2021

Limit is a major concept in calculus that underpins the concepts of derivatives and integrals. The common misconception about limits is that students treat the value of a limit of a function as the value of a function at a point. This happens because usually the teaching of limit only leads to a procedural understanding (Skemp, 1976) without a proper conceptual understanding. Some researchers suggest the importance of geometrical representations to a meaningful conceptual understanding of calculus concepts. In this research, GeoGebra as a dynamic software is used to support students’ understanding of limit concepts by bridging students' algebraic and geometrical thinking. In addition to this, realistic mathematicseducation (RME) is used as a domain theory to develop an instructional design regarding how GeoGebra could be used to illustrate and explore the limit concept of so that students will have a meaningful understanding both algebraically and geometrically. Therefore, this research aims to explore the hypothetical learning trajectory in order to develop students’ understanding of limit concepts by means of GeoGebra and an approach based on RME.The results show that students are able to solve limit problems and at the same time they try to make sense of the problem by providing geometrical representations of it. Thus, the use of geometric representations by GeoGebra and RME approach could provide a more complete understanding of the concepts of limit. While the results are interesting and encouraging and provide some promising directions, they are not a proof and a much larger study would be needed to determine if the results are due to this approach or due to the teachers’ enthusiasm, the novelty effect or what is known as the Hawthorne Effect.
The Effectiveness of Interactive Module Based on Lectora™ to Improve Secondary School Students’ Spatial Ability
Authors: Septia Tika , Edriati Sofia , Pratiwi Merina 
Published: January 2021

Polyhedral geometry is a topic that requires students’ spatial ability. The study aims at evaluating the effectiveness of the implementation of the interactive module based on Lectora™ for students. Action research was adopted for this study. This research consisted of two cycles where each followed the steps: plan, implementation, observation, and reflection. The subjects of this study was students Grade 8 of SMP Taman Siswa. In general, learning is said to be effective if at least 85% of students pass the test. The findings show that 75% of the students in cycle I got maximum test score and in cycle II the percentage increases to 87.5%.
Exploring Mathematical Critical Thinking Skills of Yogyakarta Junior Secondary School Students
Authors: Susanti Elsa , Retnowati Endah 
Published: January 2021

This article explores the skills and difficulties in critical thinking of junior Indonesian high school students in mathematics learning. Fifty students of grade IX who were purposive randomly selected from state junior secondary schools in Yogyakarta City were involved as the research subjects. The data were obtained from the test of mathematical critical thinking on the material of geometry. The test consisted of four items that describe each aspect of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The analysis was done by showing the steps of the students ‘answers. The result indicated that the average of the aspects of mathematical critical thinking of students were on the high criteria with students’ greatest difficulties being in the analysis standard. Meanwhile,the average student success in the interpretation standard was 82%, the standard of the analysis was 46.25%, the evaluation standard was 78.25%, and the inference standard was 77%. Furthermore, from the results of the sample students’ exploration answers, it is expected that future teaching should not only focus on fluency in calculation but also on training the students in how to explain the solution steps of the problem solving process as this is important part in critical thinking.
How Indonesian Students Use the Polya’s General Problem Solving Steps
Authors: Pratikno Hari , Retnowati Endah 
Published: January 2021

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.
ANALISA KRITIS: HAK KONSTITUSIONAL PROFESI GURU
Authors: Utomo Triwahyu Budi 
Published: January 2021

Problems constitutional rights of citizens, especially the constitutional right of Master in performing the tasks their profession very interesting to be studied in depth. Many phenomena memprihatin happens to teachers in performing the duties of his profession. \ Legal framework is indispensable for teachers in carrying out the duties of his profession. Konstkitusi rights are the legal rights of the highest level, how 1945 has dimanademen able to give a guarantee of protection for teachers in carrying out the duties of his profession.
Constitutional rights contained in the 1945 Constitution before the amendment is 7 chapters that consist of Article 27 paragraph (2), article 28, article 29 (paragraph (2), Article 30 paragraph (1), Article 31 paragraph (1) and Article 32. Meanwhile, after the Second Amendment in 2000, the overall material provisions of the rights of human rights in the 1945 Constitution, which when combined with the various provisions contained in the legislation relating to human rights, can be grouped into four groups containing 37 grains provisions ,
The teacher is a profession that vulnerable groups receive treatment that could interfere with the task of his profession, thus requiring special treatment for access protection and fulfillment of the constitutional right to avoid the violence and achieve justice with dignity. Constitutional rights for teachers in carrying out professional duties is guaranteed in the Law on Teachers and Lecturers and implied the existence of protection for teachers in implementing professional duties which include: (1) protection of the law; (2) the protection of the profession: and (3) the protection of health and safety.
The Dark Triad, goal achievement and work engagement as predictors of counterproductive work behaviors among IT employees
Authors: Filipkowski Jakub , Derbis Romuald 
Published: January 2021

BackgroundThe main purpose of this article is to analyze mechanisms associated with counterproductive work behaviors. This entails ac-tions directed against the employer’s interest such as theft, slowing the work down, and avoiding professional responsibilities. This paper analyzes Dark Triad traits of psychopathy, Machiavellianism and narcissism, achievement motivation and work en-gagement as counterproductive work behavior predictors.Participants and procedureThe study included 115 people, 92 men and 23 women, who were employees of technology departments. The average age of respondents is 27.41 (Me = 26). Participants were surveyed using the online questionnaire method.ResultsStatistical analysis validates all three hypotheses. Achievement motivation, the Dark Triad and work engagement are predictors of counterproductive work behavior; the Dark Triad is a moderator of the relationship with achievement motivation and counter-productive work behaviors; work engagement is a moderator of the Dark Triad’s relationship with counterproductive work behaviors.ConclusionsAll predictors were proven to significantly explain the level of counterproductive behavior. It was also found that work engage-ment and achievement motivation can weaken the influence of the Dark Triad on counterproductive behaviors at work. It is sug-gested to perform more studies to confirm these results and investigate differences between professions.
Social desirability dimensionality: one or two continua?
Authors: Fronczyk Krzysztof , Witkowska Ewa 
Published: January 2021

BackgroundThe objective of this paper is to examine the structure of social desirability. This variable is important in self-report question-naires. Theoretical analyses indicate the existence of at least two dimensions of this construct, but there is no unambiguous em-pirical evidence for such a structure of social desirability. The present research aimed to determine the factor structure of the social desirability construct and the number of its dimensions.Participants and procedureThe inductive research strategy was applied and a new pool of questionnaire items was generated. This approach allows for detachment from the existing social desirability assessment instruments. This study focuses on the concepts of social desirability that examinees have, rather than on the content of existing items measuring social desirability. The verification of the social de-sirability structure was performed in three stages. At each stage, the number of items was gradually reduced. The successive phases of the study involved three different samples, respectively, consisting of 657, 415, and 1,709 examinees.ResultsInitially, at the first stage of the study, two dimensions were detected, but in the two subsequent stages, the second dimension represented acquiescence. The procedure of partialling the mean out of the correlation matrix was applied to eliminate acquies-cence. This dimension is related, as expected, to agreeableness and conscientiousness. It also appeared that the social desirability structure can be confounded by acquiescence in longer questionnaires.ConclusionsIt is concluded that every item reflects both social desirability and acquiescence, albeit to different extents. A one-dimensional construct of social desirability was finally obtained.