Main Article Content
Abstract
Due to the poor instruction process during the Covid-19 Pandemic, especially in mathematics, students frequently need help with data literacy. To overcome these obstacles, they must improve their thinking skills. This study aims to enhance the quality of mathematics instruction, especially students' thinking skills, by implementing Lesson Study to develop sharing and jumping tasks. This qualitative descriptive research was conducted at one of the senior high schools and universities in Manokwari, West Papua, with their students as the research subject. The lesson study was implemented in two cycles through instruction at school and lectures at the university. The lesson study consists of three processes: plan, do, and see. The hypothetical learning trajectory was developed at the lesson design stage and then tested at the teaching-learning stage. The open class results were then analyzed during the reflection step to redesign the sharing and jumping tasks. The success of the research was determined through field notes taken from teachers and students. The frequency distribution table is used as the topic matter. The findings revealed that students' thinking skills developed, indicating they were more interested than in the previous teaching and learning process. The learning process was more exciting and enhanced conceptual comprehension. Because learning was communicable, students were more satisfied. They were more engaged and required further thought to comprehend the topic matter. Also, they produce a variety of responses, which is only feasible if they are capable of critical thought.
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References
- Ariyanti, G., & Santoso, F. G. I. (2020). The effects of online mathematics learning in the covid- 19 pandemic period: A case study of senior high school students at Madiun City, Indonesia. Mathematics Teaching Research Journal, 12(3), 4-11. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/10/v12n3-The-Effects-of-Online-Mathematics-Learning.pdf
- Bonikowska, A., Sanmartin, C., & Frenette, M. (2019). Data literacy: What it is and how to measure it in the public service. Statistics Canada, Analytical Studies Branch.
- Brookhart, S. M. (2010). How to Asses Higher-Order Thinking Skills in Your Classroom. ASCD Member Book
- Căprioară, D. (2015). Problem solving-purpose and means of learning mathematics in school. Procedia-Social and Behavioral Sciences, 191, 1859-1864. https://doi.org/10.1016/j.sbspro.2015.04.332
- Clements, M. A. (1980). Analysis children’s errors on written mathematical tasks. Educational Studies in Mathematics, 11(1), 1-21. https://doi.org/10.1007/BF00369157
- Dewantara, A. H., Zulkardi, & Darmawijoyo. (2015). Assessing seventh graders’ mathematical literacy in solving PISA-Like tasks. Journal on Mathematics Education, 6(2), 117-128. https://doi.org/10.22342/jme.6.2.2163.117-128
- Elliott, J. (2019). What is lesson study?. European Journal of Education, 54(2), 175-188. https://doi.org/10.1111/ejed.12339
- Fatimah, I., Hendayana, S., & Supriatna, A. (2018). Didactical design based on sharing and jumping tasks for senior high school chemistry learning. Journal of Physics: Conference Series, 1013(1), 012094. http://dx.doi.org/10.1088/1742-6596/1013/1/012094
- Giles, J., Park, A., & Wang, M. (2019). The great proletarian cultural revolution, disruptions to education, and the returns to schooling in urban China. Economic Development and Cultural Change, 68(1), 131-164. https://doi.org/10.1086/700568
- Gould, R. (2017). Data literacy is statistical literacy. Statistics Education Research Journal, 16(1), 22-25. https://doi.org/10.52041/serj.v16i1.209
- Gustiningsi, T., Putri, R. I. I., Zulkardi, Sari, D. K., Marlina, L., Rawani, D., Sari, A., Azmi, Z. L., Septimiranti, D., & Lisnani. (2022). Designing student worksheet on relation and function material for mathematics learning: Jumping task. Mathematics Teaching Research Journal, 14(4), 207-224. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2022/12/11-Tria-v2.pdf
- Hansen, E. K. S. (2022). Students’ agency, creative reasoning, and collaboration in mathematical problem solving. Mathematics Education Research Journal, 34(4), 813-834. https://doi.org/10.1007/s13394-021-00365-y
- Hobri, I. K., Ummah, N., Yuliati, & Dafik. (2020). The effect of jumping task based on creative problem solving on student's problem solving ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a
- Hwang, J., & Ham, Y. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199-222. http://doi.org/10.22342/jme.12.2.13625.199-222
- Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
- Kusaeri, K., & Aditomo, A. (2019). Pedagogical beliefs about critical thinking among Indonesian mathematics pre-service teachers. International Journal of Instruction, 12(1), 573-590. https://doi.org/10.29333/iji.2019.12137a
- Kusaeri, K., Hamdani, A. S., & Suprananto, S. (2019). Student readiness and challenge in completing higher order thinking skill test type for mathematics. Infinity Journal, 8(1), 75-86. https://doi.org/10.22460/infinity.v8i1.p75-86
- Mailizar, M., Burg, D. & Maulina, S. (2021). Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 26(6), 7057-7077. https://doi.org/10.1007/s10639-021-10557-5
- Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Hart, L. C., Alston, A. S., Murata A. (Eds.), Lesson Study Research and Practice in Mathematics Education: Learning Together (pp. 1-12). Springer. https://doi.org/10.1007/978-90-481-9941-9_1
- Newmann, F. M. (1990). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22(1), 41-56. https://doi.org/10.1080/0022027900220103
- Noer, S. H., Hasnunidah, N., & Abdurrahman. (2019). The effect of jumping task and collaborative activity on enhancement of student critical thinking ability. Proceedings of International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 295-301). Atlantis Press. http://dx.doi.org/10.2991/icetep-18.2019.71
- Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. https://doi.org/10.1002/sce.10032
- Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39n1a1680
- Prado, J. C., & Marzal, M. Á. (2013). Incorporating data literacy into information literacy programs: Core competencies and contents. Libri, 63(2), 123-134. https://doi.org/10.1515/libri-2013-0010
- Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122. https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/Journal9-1/9-1-9.pdf
- Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (HOTS) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097(1), 012147. http://dx.doi.org/10.1088/1742-6596/1097/1/012147
- 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. http://dx.doi.org/10.12928/ijeme.v3i1.12208
- Resnick, L. B. (1987). Education and Learning to Think. National Academy Press.
- Saito, E., Murase, M., Tsukui, A., & Yeo, J. (2014). Lesson Study for Learning Community: A Guide to Sustainable School Reform. Routledge. https://doi.org/10.4324/9781315814209
- Shi, L., & Cheng, E. C. (2021). Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai. International Journal for Lesson & Learning Studies, 10(1), 75-88. https://doi.org/10.1108/IJLLS-09-2020-0065
- Stacey, K. (2006). What is mathematical thinking and why is it important. https://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Kaye%20Stacey.pdf
- Tanujaya, B. (2017). Application of assessment as learning in mathematics instruction. Proceedings of the 5th SEA-DR (Southeast Asia Development Research) International Conference 2017 (pp. 140-145). Atlantis Press. http://dx.doi.org/10.2991/seadric-17.2017.30
- Tanujaya, B., & Mumu, J. (2019). Implementation of think pair share to mathematics instruction. Journal of Education and Learning (EduLearn), 13(4), 510-517. https://doi.org/10.11591/edulearn.v13i4.14353
- Tanujaya, B., & Mumu, J. (2020a). Improvement of mathematics learning activity through lesson study. Journal of Physics: Conference Series, 1613(1), 012033. http://dx.doi.org/10.1088/1742-6596/1613/1/012033
- Tanujaya, B., & Mumu, J. (2020b). Students’ misconception of HOTS problems in teaching and learning of mathematics. Journal of Physics: Conference Series, 1657(1), 012081. http://dx.doi.org/10.1088/1742-6596/1657/1/012081
- Tanujaya, B., & Mumu, J. (2021). Reconstruction of HOTS problems based on question on mathematics textbook. Journal of Physics: Conference Series, 1832(1), 012052. http://dx.doi.org/10.1088/1742-6596/1832/1/012052
- Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291. http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.15,%20No.3%20(2017)/16-Tanujaya-B.pdf
- Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2018). Designing learning activities on conditional probability. Journal of Physics: Conference Series, 1088(1), 012087. http://dx.doi.org/10.1088/1742-6596/1088/1/012087
- Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021a). Mathematics instruction to promote mathematics higher-order thinking skills of students in Indonesia: Moving forward. TEM Journal, 10(4), 1945-1954. http://dx.doi.org/10.18421/TEM104-60
- Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021b). The mathematics instruction in rural area during the pandemic era: Problems and solutions. Mathematics Teaching Research Journal, 13(1), 3-15. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2021/04/v13n1-The-Mathematics-Instruction-in-Rural-Area.pdf
- Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2022). Likert scale in social sciences research: Problems and difficulties. FWU Journal of Social Sciences, 16(4), 89-101. http://doi.org/10.51709/19951272/Winter2022/7
- Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. Journal of Research in Instructional, 2(1), 47–64. https://doi.org/10.30862/jri.v2i1.41
- Wolff, A., Gooch, D., Montaner, J. J. C., Rashid, U., & Kortuem, G. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3), 9-26. https://doi.org/10.15353/joci.v12i3.3275
References
Ariyanti, G., & Santoso, F. G. I. (2020). The effects of online mathematics learning in the covid- 19 pandemic period: A case study of senior high school students at Madiun City, Indonesia. Mathematics Teaching Research Journal, 12(3), 4-11. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/10/v12n3-The-Effects-of-Online-Mathematics-Learning.pdf
Bonikowska, A., Sanmartin, C., & Frenette, M. (2019). Data literacy: What it is and how to measure it in the public service. Statistics Canada, Analytical Studies Branch.
Brookhart, S. M. (2010). How to Asses Higher-Order Thinking Skills in Your Classroom. ASCD Member Book
Căprioară, D. (2015). Problem solving-purpose and means of learning mathematics in school. Procedia-Social and Behavioral Sciences, 191, 1859-1864. https://doi.org/10.1016/j.sbspro.2015.04.332
Clements, M. A. (1980). Analysis children’s errors on written mathematical tasks. Educational Studies in Mathematics, 11(1), 1-21. https://doi.org/10.1007/BF00369157
Dewantara, A. H., Zulkardi, & Darmawijoyo. (2015). Assessing seventh graders’ mathematical literacy in solving PISA-Like tasks. Journal on Mathematics Education, 6(2), 117-128. https://doi.org/10.22342/jme.6.2.2163.117-128
Elliott, J. (2019). What is lesson study?. European Journal of Education, 54(2), 175-188. https://doi.org/10.1111/ejed.12339
Fatimah, I., Hendayana, S., & Supriatna, A. (2018). Didactical design based on sharing and jumping tasks for senior high school chemistry learning. Journal of Physics: Conference Series, 1013(1), 012094. http://dx.doi.org/10.1088/1742-6596/1013/1/012094
Giles, J., Park, A., & Wang, M. (2019). The great proletarian cultural revolution, disruptions to education, and the returns to schooling in urban China. Economic Development and Cultural Change, 68(1), 131-164. https://doi.org/10.1086/700568
Gould, R. (2017). Data literacy is statistical literacy. Statistics Education Research Journal, 16(1), 22-25. https://doi.org/10.52041/serj.v16i1.209
Gustiningsi, T., Putri, R. I. I., Zulkardi, Sari, D. K., Marlina, L., Rawani, D., Sari, A., Azmi, Z. L., Septimiranti, D., & Lisnani. (2022). Designing student worksheet on relation and function material for mathematics learning: Jumping task. Mathematics Teaching Research Journal, 14(4), 207-224. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2022/12/11-Tria-v2.pdf
Hansen, E. K. S. (2022). Students’ agency, creative reasoning, and collaboration in mathematical problem solving. Mathematics Education Research Journal, 34(4), 813-834. https://doi.org/10.1007/s13394-021-00365-y
Hobri, I. K., Ummah, N., Yuliati, & Dafik. (2020). The effect of jumping task based on creative problem solving on student's problem solving ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a
Hwang, J., & Ham, Y. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199-222. http://doi.org/10.22342/jme.12.2.13625.199-222
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Kusaeri, K., & Aditomo, A. (2019). Pedagogical beliefs about critical thinking among Indonesian mathematics pre-service teachers. International Journal of Instruction, 12(1), 573-590. https://doi.org/10.29333/iji.2019.12137a
Kusaeri, K., Hamdani, A. S., & Suprananto, S. (2019). Student readiness and challenge in completing higher order thinking skill test type for mathematics. Infinity Journal, 8(1), 75-86. https://doi.org/10.22460/infinity.v8i1.p75-86
Mailizar, M., Burg, D. & Maulina, S. (2021). Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 26(6), 7057-7077. https://doi.org/10.1007/s10639-021-10557-5
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Hart, L. C., Alston, A. S., Murata A. (Eds.), Lesson Study Research and Practice in Mathematics Education: Learning Together (pp. 1-12). Springer. https://doi.org/10.1007/978-90-481-9941-9_1
Newmann, F. M. (1990). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22(1), 41-56. https://doi.org/10.1080/0022027900220103
Noer, S. H., Hasnunidah, N., & Abdurrahman. (2019). The effect of jumping task and collaborative activity on enhancement of student critical thinking ability. Proceedings of International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 295-301). Atlantis Press. http://dx.doi.org/10.2991/icetep-18.2019.71
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. https://doi.org/10.1002/sce.10032
Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39n1a1680
Prado, J. C., & Marzal, M. Á. (2013). Incorporating data literacy into information literacy programs: Core competencies and contents. Libri, 63(2), 123-134. https://doi.org/10.1515/libri-2013-0010
Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122. https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/Journal9-1/9-1-9.pdf
Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (HOTS) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097(1), 012147. http://dx.doi.org/10.1088/1742-6596/1097/1/012147
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. http://dx.doi.org/10.12928/ijeme.v3i1.12208
Resnick, L. B. (1987). Education and Learning to Think. National Academy Press.
Saito, E., Murase, M., Tsukui, A., & Yeo, J. (2014). Lesson Study for Learning Community: A Guide to Sustainable School Reform. Routledge. https://doi.org/10.4324/9781315814209
Shi, L., & Cheng, E. C. (2021). Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai. International Journal for Lesson & Learning Studies, 10(1), 75-88. https://doi.org/10.1108/IJLLS-09-2020-0065
Stacey, K. (2006). What is mathematical thinking and why is it important. https://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Kaye%20Stacey.pdf
Tanujaya, B. (2017). Application of assessment as learning in mathematics instruction. Proceedings of the 5th SEA-DR (Southeast Asia Development Research) International Conference 2017 (pp. 140-145). Atlantis Press. http://dx.doi.org/10.2991/seadric-17.2017.30
Tanujaya, B., & Mumu, J. (2019). Implementation of think pair share to mathematics instruction. Journal of Education and Learning (EduLearn), 13(4), 510-517. https://doi.org/10.11591/edulearn.v13i4.14353
Tanujaya, B., & Mumu, J. (2020a). Improvement of mathematics learning activity through lesson study. Journal of Physics: Conference Series, 1613(1), 012033. http://dx.doi.org/10.1088/1742-6596/1613/1/012033
Tanujaya, B., & Mumu, J. (2020b). Students’ misconception of HOTS problems in teaching and learning of mathematics. Journal of Physics: Conference Series, 1657(1), 012081. http://dx.doi.org/10.1088/1742-6596/1657/1/012081
Tanujaya, B., & Mumu, J. (2021). Reconstruction of HOTS problems based on question on mathematics textbook. Journal of Physics: Conference Series, 1832(1), 012052. http://dx.doi.org/10.1088/1742-6596/1832/1/012052
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291. http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.15,%20No.3%20(2017)/16-Tanujaya-B.pdf
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2018). Designing learning activities on conditional probability. Journal of Physics: Conference Series, 1088(1), 012087. http://dx.doi.org/10.1088/1742-6596/1088/1/012087
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021a). Mathematics instruction to promote mathematics higher-order thinking skills of students in Indonesia: Moving forward. TEM Journal, 10(4), 1945-1954. http://dx.doi.org/10.18421/TEM104-60
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021b). The mathematics instruction in rural area during the pandemic era: Problems and solutions. Mathematics Teaching Research Journal, 13(1), 3-15. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2021/04/v13n1-The-Mathematics-Instruction-in-Rural-Area.pdf
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2022). Likert scale in social sciences research: Problems and difficulties. FWU Journal of Social Sciences, 16(4), 89-101. http://doi.org/10.51709/19951272/Winter2022/7
Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. Journal of Research in Instructional, 2(1), 47–64. https://doi.org/10.30862/jri.v2i1.41
Wolff, A., Gooch, D., Montaner, J. J. C., Rashid, U., & Kortuem, G. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3), 9-26. https://doi.org/10.15353/joci.v12i3.3275