Article Sidebar

Download
PDF
Statistic
Read Counter : 735 Download : 516

Downloads

Download data is not yet available.

Main Article Content

Abstract

Indonesia's Program for International Student Assessment (PISA) results from 2000 to 2018 are worrisome because they are at the bottom of the international rankings. This result illustrates the low quality of education in Indonesia, which correlates with the qualifications of teachers. The quality of education will increase proportionally to the proportion of teachers who possess the necessary skills. Therefore, this study aims to train teachers to improve their professionalism in developing HOTs questions using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. Design research-type development studies with two stages, preliminary and formative evaluation, are utilized. The results of the workshop revealed that the teacher's competency scores in developing HOTs questions increased by 45.70% (before the workshop), 77.14% (workshop 1), and 85.70% (workshop 2), respectively. It is evidenced by the teacher's ability to develop HOTs questions with the characteristics of questions investigating number content within the local context of selling duku fruits (langsat), which is a typical fruit of the East Ogan Komering Ulu (OKU) Regency and with a high degree of difficulty. This research also affects students in that it can stimulate their critical thinking abilities.

Keywords

Design Research HOTS Pendidikan Matematika Realistik Indonesia PISA Workshop

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Edwar, Putri, R. I. I., Zulkardi, & Darmawijoyo. (2023). Developing a workshop model for high school mathematics teachers in constructing HOTS questions through the Pendidikan Matematika Realistik Indonesia approach. Journal on Mathematics Education, 14(4), 603–626. https://doi.org/10.22342/jme.v14i4.pp603-626
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdullah, A. H., Mokhtar, M., Halim, N. D. A., Ali, D. F., Tahir, L. M., & Kohar, U. H. A. (2016). Mathematics teachers’ level of knowledge and practice on the implementation of higher-order thinking skills (HOTS). Journal of Mathematics Science and Technology Education, 13(1), 3-17. https://www.ejmste.com/download/mathematics-teachers-level-of-knowledge-and-practice-on-the-implementation-of-higher-order-thinking-4648.pdf
  2. Akker, J. (1999). Priciples and Method of development Research in Design Approaches and Tool in Education and training. Dordteche: Klower Academic Publisher
  3. Aliping, J. B., & Parcasio, I. G. (2018). Training design facilitation on framework for adult education: an application of andragogy. Mountain Journal of Science and Interdisciplinary Research, 78(2), 95-113. http://portal.bsu.edu.ph:8083/index.php/BRJ/article/view/157/204
  4. Ardha, M. A. A. l, Yang, C., Adhe, K. R., Khory, F. D., Hartoto, S., & Putra, K. P. (2018). Multiple intelligences and physical education curriculum: application and reflection of every education level in Indonesia. 2nd International Conference On Education Innovation (Icei 2018), 587–592. https://doi.org/10.2991/Icei-18.2018.129
  5. Azid, N., Ali, R., Khuluqu, I. E., Purwanto, S. E., & Susanti, E. N. (2022). Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts. International Journal of Evaluation and Research in Education (IJERE), 11(1), 290-302. https://files.eric.ed.gov/fulltext/EJ1341216.pdf
  6. Baety, N. (2021). Indonesian teacher performance: Professional and character. Jurnal Mahasiswa Humanis, 1(3), 95-103. https://ojs.pseb.or.id/index.php/jmh/article/view/459/365
  7. Bakker, C., de Glopper, K., & de Vries, S. (2022). Noticing as reasoning in Lesson Study teams in initial teacher education. Teaching and Teacher Education, 113, 103656. https://doi.org/10.1016/j.tate.2022.103656
  8. Cahyono, A. N., Zaenuri, & Subagia, M. (2019a). The design of blended learning modules for higher education. Journal of Physics: Conference Series, 1387(1), 012121. https://doi.org/10.1088/1742-6596/1387/1/012121
  9. Cahyono, A. N., Zaenuri, & Subagia, M. (2019b). The design of blended learning modules for higher education. Journal of Physics: Conference Series, 1387(1), 12121. https://doi.org/10.1088/1742-6596/1387/1/012121
  10. Cahyono, A. N., Marukan, Mulyono, Ludwig, M., Jablonski, S. & Oehler, D. K. (2023). Indonesia-Germany MathCityMap training: Shifting mobile math trails teacher training to a hybrid environment. Journal on Mathematics Education, 14(1), 55-68. http://doi.org/10.22342/jme.v14i1.pp55-68
  11. Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J. A., & Moreno-Guerrero, A. J. (2021). COVID-19 in the field of education. State of the art. Sustainability, 13(10), 5452. https://doi.org/10.3390/su13105452
  12. Facione, P. A., (2015) Critical Thinking : What It Is and Why It Counts. Insight assessment.
  13. https://doi.org/ISBN13:978-1-891557-07-1
  14. Fitri, N. L., & Prahmana, R. C. I. (2020). Designing learning trajectory of circle using the context of Ferris wheel. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(3), 247–261. https://doi.org/10.23917/jramathedu.v5i3.10961
  15. Handayani, N. F. (2021). Kontribusi perilaku kepemimpinan kepala sekolah terhadap semangat mengajar guru. [The contribution of the principal's leadership behavior to the teacher's teaching enthusiasm]. Jurnal Pendidikan Dasar Flobamorata, 2(1), 162–168. https://doi.org/10.51494/Jpdf.V2 i1.420
  16. IMD. (2018). Digital Competitiveness Rangking. Lausanne, Switzerland: IMD World Competitiveness Center
  17. Kanawapee, C., Petsangsri. S, & Paitoon, P. (2022) The importance of sharing, caring and collaboration in thai teacher competency development through online professional learning communities. Journal of Positive Pscychology & Wellbeing, 6(1), 3674-3689. https://www.researchgate.net/publication/360917714
  18. Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/769
  19. Meryansumayeka., Zulkardi., Putri, R. I. I., Alwi, Z., & Hiltrimartin, C. (2021). Designing geometrical learning activities assisted with ICT media for supporting students’ higher order thinking skills. Journal on Mathematics Education, 13(1), 135-148. https://doi.org/10.22342/jme.v13i1.pp135-148
  20. MOEC. (2019) Kebijakan Merdeka Belajar: 4 Pokok Kebijakan Pendidikan [Freedom of Learning Policy: 4 Principles of Education Policy]. Jakarta: MOEC.
  21. Nasution. (2000). Didaktik Azas-azas Mengajar [Didactic Principles of Teaching]. Jakarta: Bumi Aksara.
  22. Novita, R., Zulkardi, & Hartono, Y. (2012). Exploring primary student's problem-solving ability by doing tasks like PISA's question. Journal on Mathematics Education, 3(2), 133-150. https://doi.org/10.22342/jme.3.2.571.133-150
  23. Nusantara, D. S., Zulkardi., & Putri, R. I. I. (2021). Designing PISA-like mathematics task using a COVID-19 context (PISACOMAT). Journal on Mathematics Education, 12(2), 349-364. https://doi.org/10.22342/jme.12.2.13181.349-364
  24. OECD. (2018). PISA 2022 Mathematics Framework Draft. Paris. OECD Publishing. Retrieved from https://pisa2022-maths.oecd.org/files/PISA%202022%20Mathematics%20Framework%20Draft.pdf.
  25. OECD. (2019). PISA 2018 Assessment and Analytical Framework. Paris. OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-assessment-and-analytical-framework_b25efab8-en.
  26. OECD. (2019). PISA 2018 Results Combined Executive Summaries Volume I, II & III. Paris. OECD Publishing. Retrieved from https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf
  27. Petrie, K., & McGee, C. (2012). Teacher Professional Development: Who is the learner?. Australian Journal of Teacher Education, 37(2), 59-72. http://dx.doi.org/10.14221/ajte.2012v37n2.7
  28. Prahmana, R. C. I., & Suwasti, P. (2014). Local instruction theory on division in Mathematics GASING: The case of rural area’s student in Indonesia. Journal on Mathematics Education, 5(1), 17-26. https://doi.org/10.22342/jme.5.1.1445.17-26.
  29. Putri, R. I. I., Dolk, M., & Zulkardi. (2015). Professional development of PMRI teachers for introducing social norms. Journal on Mathematics Education, 6(1), 11-19. https://doi.org/ 10.22342/jme.6.1.1900.11-19
  30. Putri, R. I. I. & Zulkardi. (2018). Higher-order thinking skill problem on data representation in primary school: A case study. Journal of Physics Conference Series, 948(1), 012056. https://doi.org/10.1088/1742-6596/948/1/012056
  31. Putri, R. I. I., & Zulkardi. (2019). Designing jumping task on percent using PMRI and collaborative learning. International Journal on Emerging Mathematics Education, 3(1), 105-116. https://dx.doi.org/10.12928/ijeme.v3i1.12208
  32. Putri, R. I. I. & Zulkardi. (2020). Designing PISA-like mathematics task using Asian Games context. Journal on Mathematics Education, 11(1). 135-144. https://doi.org/10.22342/jme.11.1.9786.135-144
  33. Nusantara, D. S., Zulkardi., & Putri, R. I. I. (2021). Designing PISA-like mathematics task using a COVID-19 context (PISACOMAT). Journal on Mathematics Education, 12(2), 349-364. https://doi.org/10.22342/jme.12.2.13181.349-364
  34. Richards, J. C., & Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
  35. Tanudjaya, C. P., & Doorman, M. (2020). Examining higher order thinking in Indonesian lower secondary mathematics classrooms. In Journal on Mathematics Education, 11(2), 277-300. https://doi.org/10.22342/jme.11.2.11000.277-300
  36. Tezcan, F. (2022). Andragogy or pedagogy: views of young adults on the learning environment. International Education Studies, 15(1), 1913-9039. https://files.eric.ed.gov/fulltext/EJ1331126.pdf
  37. Van Galen, F., & Van Eerde, D. (2018). Mathematical Investigations for Primary School. Utrecht: Freudenthal Institute. Retrieved from http://www.fisme.science.uu.nl/en/impome/
  38. Widayati, A., MacCallum, J., & Woods-McConney, A. (2021). Teachers’ Perceptions of Continuing Professional Development: a Study of Vocational High School Teachers in Indonesia. Teacher Development, 25(5), 604-621. https://doi.org/10.1080/13664530.2021.1933159
  39. Zulkardi. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. Published Dissertation. Enschede: University of Twente.
  40. Zulkardi & Putri, R. I. I. (2006). Design your own contextual math problem [in Bahasa]. Prosiding KNM13. Semarang. Retrived from http://eprints.unsri.ac.id/610/.
  41. Zulkardi & Putri, R. I. I. (2019). New School Mathematics Curricula, PISA and PMRI in Indonesia. In Lam T.T. et.al (Eds) School Mathematics Curricula: Asian Perspectives and Glimpses of Reform. Singapore: Springer. https://doi.org/10.1007/978-981-13-6312-2_3
  42. Zulkardi., Meryansumayeka, Putri, R. I. I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How students work with PISA-like mathematical tasks using COVID-19 context. Journal on Mathematics Education, 11(3), 405-416. https://doi.org/10.22342/jme.11.3.12915.405-416

Most read articles by the same author(s)

1 2 > >>