หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Two speakers describe various methods to encourage creativity in the music classroom, also providing examples of creative activities that can be provided to students. The major contribution of an imaginative, skilled and trained music teacher in developing creativity in the classroom is highlighted.

Creativity in the Classroom

Higher Order Thinking Skills (HOTS) is a skill demanded in 21st century. HOTS is trained in mathematics learning which one of its execution uses teaching materials such as textbook. This article aims to describe the urgency of HOTS content analysis in mathematics textbook. The results of literature review show that HOTS is one of the main goals in education and become one of the top five variables that can improve student achievement. HOTS can be developed but cannot be automated and requires practice. Textbook is one of the learning media that can be used in training HOTS because the textbook is the main learning media for teachers and students. Teacher's decisions in selecting teaching materials and strategies are also directly influenced by textbook used by teachers. Some studies even mentioned that there is a strong relationship between textbook used with student achievement. Thus, it can be said that the more HOTS content in a textbook, the greater the probability of HOTS to be trained and taught to the students. Therefore, a mathematical textbook analysis is needed to find out how the HOTS content in textbook is used by teachers and students.

https://iopscience.iop.org/article/10.1088/1742-6596/1097/1/012147/pdf

Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook

The study was to describe the implementation of Problem-Based Learning (PBL) toward the improvement of students’ Higher Order Thinking Skill (HOTS) and characters and to describe the obstacles that had been encountered within the implementation. The study was a mixed research that made use of concurrent mixed method design. The population in the study was the students from eight junior high schools that had been selected from six provinces in Indonesia namely the Yogyakarta Special Region, Bengkulu, South Borneo, West Nusa Tenggara, Southeast Sulawesi and Papua. There were 648 students who had been selected randomly from these schools. The researchers conducted the PBL process within the experimental classes and the expository learning process within the eight control classes. The data gathering process was conducted through the test, the self-assessment and the open questionnaire. The quantitative data analysis was conducted inferentially using multivariate and univariate analysis, while the qualitative data analysis was conducted descriptively. The results of the study showed that: (1) the implementation of PBL had been more effective in comparison to the expository one in terms improving the students’ HOTS; (2) the implementation of PBL had not been more effective in comparison to the expository one in terms of improving the students’ characters; and (3) in overall the obstacles that had been encountered within the implementation of PBL process were related to the teachers’ unpreparedness, the time allocation, the unequal students’ input, the students’ learning habits and the difficult assessment.

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Implementing the problem-based learning in order to improve the students’ HOTS and characters

Creative thinking is very important in the modern era so that it should be improved by doing efforts such as making a lesson that train students to pose their own problems. The purposes of this research are (1) to give an initial description of students about mathematical creative thinking level in Problem Posing Model with Lesson Study approach in Digital Class, (2) to describe the teaching quality of Problem Posing Model with Lesson Study approach in Digital Class toward students’ mathematical creative thinking, and (3) to find the pattern of students’ mathematical creative thinking process of Wallas Model in Problem Posing Model with Lesson Study in Digital Class at every creative thinking level. This research used mixed method design. Validation, observation, and test were used to collect the data of teaching quality. The results show that (1) an initial description of students’ mathematical creative thinking level (CTL) was in the range of CTL 4 to CTL 1, (2) Problem Posing Model with Lesson Study approach in Digital Class had quality to improve creative thinking, and (3) the patterns of students’ mathematical creative thinking at every stage of Wallas Model are various according to their own creative thinking level.

/pdf/mathematical-creative-process-wallas-model-in-students-i41brhwj4o.pdf

Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach.

This article is based on research cooperation of Foreign Affairs in the first year, which was carried out between the team of lecturers from the Department of Mathematics Education Unnes (Indonesia) with Dr. Chin Kin Eng, a lecture of Mathematics Education from Universiti Malaysia Sabah. The main objective of this research in the first year is to uncover the cause of the students error in resolving Discrete Mathematics by Newman Errors Analysis (NEA). The Results of this research will be used as the basis for the subsequent research that reveal the mathematical creativity of the students. Outcomes of this research is the publication of research results in the International Journal and seminar at the international level. As a qualitative research, data collection through an analysis of the results of tests, questionnaires, observations, and interviews. Data analysis are data reduction, exposure of data, synthesising the data, triangulation, and the inference/verification. According to research, known that students errors in resolving discrete mathematics caused by: (1) the student did not know the meaning of a symbol or an existing term in the problem (Reading Errors), (2) the student did not understand the meaning of the problem, namely the student fails to write what is known and what is being asked (Comprehension Errors), (3) students forgot a formula that will be used or strategy/procedure what to do (Transformation Errors), (4) students could not make the problem-solving algorithms in sequence and correctly (Process Skills Errors), (5) the student could not answer according to the question (Encoding Errors), and (6) the student could not translate well, especially about which was written in English (Language Errors). Errors caused by carelessness students (Careless Errors) was not found. After giving Learning Therapy for the provision to resolve a problem through the algorithm and the correct sequence, the causes of the error of some students could be minimized, so that the number of students who were experiencing errors could also be reduced. Results of this research became the basis for continued research in the second year, which will be revealed and developed the mathematical creativity of students with prepare advanced research instruments.

/pdf/disclosure-causes-of-students-error-in-resolving-discrete-1eo0gkzq0i.pdf

Disclosure Causes of Students Error in Resolving Discrete Mathematics Problems Based on NEA as A Means of Enhancing Creativity

Purpose of this research is to describe about mathematics communication in RME setting of junior school student. Subject of the research were grade 8 students in Semarang City. Data obtained from the student’s work in solving contextual problems on the subject of the Ratio and the subject of System of Linear Equations with Two Variables. The student’s work is categorized into 5 levels (the lowest level (0) to the highest level (IV)). For leveling researchers developed a scoring rubric with reference to the communication of mathematics quantitative criteria for scoring mathematical communication. Data were analyzed descriptivelyquantitative. The work of students was also analyzed qualitatively by referring to Qualitative Analytic Scoring Procedure for communication of mathematics. The results can be expressed are: for subject ratio: 78% level I, level II, 15%, 5% level III, level IV 2%. As for the subject of Systems of Linear Equations with Two Variables: level I: 67%, level II: 18%, level III: 8%, level IV: 7%. Both of subject in level V were not achieved.

Kemampuan komunikasi matematika siswa smp dalam setting pembelajaran rme (realistic mathematics education)

Kemampuan mahasiswa dalam menyelesaikan soal-soal matematika langsung atau tidak langsung dipengaruhi oleh pola penyelesaian soal pada saat mahasiswa duduk di bangku sekolah. Hasil pengamatan menujukkan bahwa masih terdapat mahasiswa yang tidak malakukan tindakan apapun terhadap soal pembuktian, meskipun hanya  pada tahapan understand the problem. NEA merupakan kerangka kerja dengan  prosedur diagnostik sederhana, yang meliputi (1) decoding , (2) c omprehension , (3) transformation , (4) process skill , dan (5) encoding . Metode diagnostik  yang dikembangkan Newman ini digunakan  untuk mengidentifikasi kategori  kesalahan terhadap jawaban dari sebuah tes uraian.  Sehingga bagaimana deskripsi jenis kesalahan mahasiswa dalam  menyelesaikan soal-soal pembuktian pada mata kuliah Geometri Analitik berdasarkan Newman’s Error Analysis (NEA), dan apa saja penyebab kesalahan mahasiswa dalam menyelesaikan soal-soal pembuktian, khususnya pada mata kuliah  Geometri Analitik, menarik untuk dibahas dalam tulisan ini.

/pdf/tipe-kesalahan-mahasiswa-dalam-menyelesaikan-soal-soal-38fbelg2fk.pdf

Tipe Kesalahan Mahasiswa dalam Menyelesaikan Soal-Soal Geometri Analitik Berdasar Newman’s Error Analysis (NEA)

Salah satu kerangka yang digunakan sebagai rujukan menganalisis respon siswa yaitu taksonomi SOLO. Tujuan penelitian adalah (1) menemukan pola  tingkat respon siswa dalam menyelesaikan soal pemecahan masalah berdasarkan taksonomi SOLO dan (2) menemukan hambatan siswa dalam menyelesaikan soal pemecahan masalah matematika. Metode penelitian ini yaitu pendekatan kualitatif. Sumber data penelitian  ini adalah 24 siswa putri dan 18 siswa putra kelas VIII SMP IT Darul Fikri Bawen. Hasil penelitian ini adalah respon siswa putri pada level prestructural sebanyak 25, 42% , unistructural sebanyak 10, 83%, multistructural sebanyak   32, 92%, relational sebanyak 20, 83% dan extended abstract sebanyak 10%. Untuk hasil respon siswa putra pada level prestructural sebanyak 16, 67%, unistructural sebanyak 9, 44%, multistructural sebanyak 32, 22%, relational sebanyak 38, 33% dan extended abstract sebanyak 3, 33 %.  Rekomendasi dari penelitian ini yaitu  guru perlu memberi banyak latihan keterampilan memahami masalah, mengaplikasikan rumus, dan meninjau kembali jawaban. One of frameworks used as a reference to analyze students’ responses is SOLO taxonomy. The purposes of the study were to find out the pattern of students’ responses levels in doing problem solving items based on SOLO taxonomy and to find out the students’ obstacles in doing mathematical problem solving items. The research method used in this study was a qualitative research. The data sources of this study were 24 female students and 18 male students of the eight grade of SMP IT Darul Fikri Bawen. The results of the study showed that for female students, 25,42% of them belonged to prestructural level, 10,83% of them belonged to unistructural response level, 32,92 % of them belonged to multistructural response level, 20,83% of them belonged to relational response level, and 10% of them belonged to extended abstract response level. Meanwhile, for male students, 16,67% of them belonged to prestructural response level, 9,44% of them belonged to unistructural response level, 32,22 % of them belonged to multistructural response level, 38,33% of them belonged to relational response level, and 3,33% of them belonged to extended abstract response level. The recommendations of this study are  to give more exercises in understanding the problem.

Iwan Junaedi

Papers

Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach.

Disclosure Causes of Students Error in Resolving Discrete Mathematics Problems Based on NEA as A Means of Enhancing Creativity

Kemampuan komunikasi matematika siswa smp dalam setting pembelajaran rme (realistic mathematics education)

Tipe Kesalahan Mahasiswa dalam Menyelesaikan Soal-Soal Geometri Analitik Berdasar Newman’s Error Analysis (NEA)

Studi respon siswa dalam menyelesaikan soal pemecahan masalah matematika berdasarkan taksonomi solo