Kalamatika: Jurnal Pendidikan Matematika最新文献

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ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS 2013年课程与剑桥课程数学教材中的数学问题分析

Kalamatika: Jurnal Pendidikan Matematika Pub Date : 1900-01-01 DOI: 10.22236/kalamatika.vol6no1.2021pp99-110

R. S. F. Iskandar, A. Raditya, T. Pradipta

{"title":"ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS","authors":"R. S. F. Iskandar, A. Raditya, T. Pradipta","doi":"10.22236/kalamatika.vol6no1.2021pp99-110","DOIUrl":"https://doi.org/10.22236/kalamatika.vol6no1.2021pp99-110","url":null,"abstract":"Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions. ","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132417239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

THE POSITION OF STUDENTS' ERRORS IN ALGEBRAIC PROBLEM-SOLVING BASED ON FIELD DEPENDENT AND INDEPENDENT 基于场相关与场独立的学生代数解题错误定位

Kalamatika: Jurnal Pendidikan Matematika Pub Date : 1900-01-01 DOI: 10.22236/kalamatika.vol6no1.2021pp57-70

Aloisius Loka Son, Darhim, S. Fatimah

{"title":"THE POSITION OF STUDENTS' ERRORS IN ALGEBRAIC PROBLEM-SOLVING BASED ON FIELD DEPENDENT AND INDEPENDENT","authors":"Aloisius Loka Son, Darhim, S. Fatimah","doi":"10.22236/kalamatika.vol6no1.2021pp57-70","DOIUrl":"https://doi.org/10.22236/kalamatika.vol6no1.2021pp57-70","url":null,"abstract":"There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":"38 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132286562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

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