미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Introduction to Environmental Education

Communication skill is of local Bugis-Makasar one of skill needed in mathematical learning in order that the students can solve the problem in social life particularly economic mathematic. Integration of local tradition sipakatau, sipakainge and sipakalebbi consists of philosophy which can increase students’ communication skill. The purpose of this study is to find out the improvement of students’ communication skill of STKIP Muhammadiyah Bone in using learning strategy of 3S. Design of this study was experimental research Quasi Experimental Design using Nonequivalent Control Group Design. Based on the results of this study can be concluded that the earning strategy of 3S is effective in improving student’s communication skill in economic mathematics in STKIP Muhammadiyah Bone not only on students’ cognitive side but also affective and psychomotor side.

Integration of Local Traditions Bugis-Makassarese: Learning Strategies to Improve Mathematical Communication Skills

Parental involvement in learning civic education is the key to success in learning civic education. Therefore, civic education teachers have a great interest in involving parents in achieving the goals of learning civic education in their class. This study attempts to provide an alternative means of implementing parental involvement in civic education learning. This study aims to classify the roles that can be played by schools, civic education teachers and also parents. From the review of articles on parental involvement theory and models, it can be classified the roles of schools, teachers and parents applicatively.

https://bircu-journal.com/index.php/birle/article/download/1298/pdf

Implementation of Parental Involvement in Learning Civic Education

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The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Tujuan artikel ini adalah untuk membahas tentang peluang dan tantangan pendidikan karakter di era digital. Ini adalah penelitian kualitatif dengan menggunakan pendekatan naturalistik. Data dikumpulkan dengan cara survei, wawancara, observasi dan studi pustaka. Data yang diperoleh dianalisis dengan menggunakan enam tahapan dari Creswell. Pendidikan karakter di era digital memiliki berbagai tantangan dan peluang. Riset membuktikan bahwa era digital memberi peluang positif pada implementasi pendidikan karakter. Tantangan kita  adalah bagaimana mengajari siswa untuk  menavigasi etika di era digital. Beberapa tantangan yang harus dihadapi dalam pendidikan karakter di era digital mencakup keseimbangan, keselamatan dan keamanan, perundungan siber, sexting , hak cipta dan plagiarism. Para pembuat kebijakan pendidikan perlu berperan aktif dalam pengembangan berkelanjutan pembelajaran karakter secara digital untuk memastikan penerapan pembelajaran digital yang efektif. ABSTRACT The purpose of this article is to discuss the opportunities and challenges of character education in the digital age. This is a qualitative research with naturalistic approach. Data were collected by surveys, interviews, observation and literature review. The data were analyzed by six stages from Creswell. Character education in the digital age has various challenges and opportunities. Research proves that the digital age provides positive opportunities for the implementation of character education. The challenge is how to teach students to navigate ethics in the digital age. Some of the challenges are balance, safety and security, cyber bullying, sexting, copyright and plagiarism. Education policy makers need to participate in the continuous development of digital character learning to implement effective digital learning.

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Peluang dan tantangan pendidikan karakter di era digital

Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.

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Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

This research is intended to describe students' procedural errors in solving problems derivative of algebraic functions and efforts to overcome these errors by using the defragmentation process. Error analysis is carried out based on the procedural error theory based on Elbrink which includes the following aspects of errors: 1) Mis-identification; 2) Mis-generalization; 3) Repair Theory; and 4) Overspecialization. The subjects in this study are students of class XII MIPA Islamic State Senior High School (MAN) 3 Tulungagung taken from snowball random sampling. In taking the subject, the researchers select one of the students who make procedural errors by considering the completeness of the students when solving the given problems based on the problem-solving phase according to Polya. Based on the results of this study, it is found that the procedural errors made by the students are repair theory errors and overspecialization.  The defragmenting process to correct these errors is intended to provide dis-equilibration and scaffolding. The results after the defragmenting process are the students can correct their mistakes and the structure of their thinking. Keywords: Defragmenting structure thinking; derivative algebraic functions; problem solving; procedural errors. Abstrak Penelitian ini bertujuan untuk menggambarkan kesalahan prosedural siswa dalam menyelesaikan masalah turunan fungsi aljabar dan upaya untuk mengatasi kesalahan tersebut dengan menggunakan proses defragmenting. Analisis kesalahan dilakukan berdasarkan konsep teori kesalahan prosedural menurut Elbrink yang mencakup aspek kesalahan sebagai berikut: Mis-identificstion; 2) Mis-generalization; 3) Repair Theory; dan 4) Overspecialization. Subjek dalam penelitian ini adalah siswa kelas XII MIPA MAN 3 Tulungagung yang diambil secara snowball  random sampling. Dalam pengambilan subjek dipilih salah satu siswa yang melakukan kesalahan prosedural dengan mempertimbangkan kelengkapan siswa ketika menyelesaikan masalah yang diberikan berdasarkan tahap pemecahan masalah menurut Polya. Dari hasil penelitian ini ditemukan bahwa kesalahan prosedural yang dilakukan siswa ialah kesalahan repair theory dan overspecialization. Proses defragmenting yang dilakukan untuk memperbaiki kesalahan tersebut ialah dengan memberikan dissequillibrasi dan scaffolding. Hasil yang diperoleh setelah proses defragmenting dilakukan ialah siswa mampu memperbaiki kesalahannya dan struktur berpikirnya. Kata kunci: Defragmenting struktur berpikir, kesalahan prosedural, pemecahan masalah, turunan fungsi aljabar.

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Defragmentation thinking structure to overcome errors in addressing mathematical problem

Globalization has brought changes in all aspects of life in the political, economic, social or cultural fields. The purpose of this study is to determine the obstacles in the application of digital ethics. This study used descriptive qualitative method. Data sources used were informants (Citizenship Education Teachers and students). Data collection techniques used were interviews and observation. Analysis of the data used is interactive model data analysis. The steps of the research procedure are the preparation stage, the data collection stage, the data analysis stage, and the preparation stage. The results showed that some students who at the time of their teaching and learning activities did not pay attention to the teacher, because they were playing mobile phones when teaching and learning activities applications that were opened to male students more often open games, but for female students more often open social media. The teacher also has the right policy by giving strict sanctions in the form of punishment so that students have good ethics during teaching and learning activities.

https://bircu-journal.com/index.php/birle/article/download/767/pdf

Triyanto Triyanto

Papers

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Peluang dan tantangan pendidikan karakter di era digital

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

Defragmentation thinking structure to overcome errors in addressing mathematical problem

Constraints in the Implementation of Digital Ethics in SMA Muhammadiyah 1 Surakarta