• https://theoejwilson.com/
  • mariatogel
  • santuy4d
  • garuda slot
  • garudaslot
  • https://edujournals.net/
  • nadimtogel
  • https://mitrasehatjurnal.com/
  • slot gacor hari ini
  • g200m
  • 55kbet
  • slot gacor
  • garudaslot
  • link slot gacor
    • ANALISIS BUKU PENILAIAN (BUPENA) MATEMATIKA WAJIB BERDASARKAN STANDARDS FOR MATHEMATICAL PRACTICE (SMP) | Araiku | Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika

    ANALISIS BUKU PENILAIAN (BUPENA) MATEMATIKA WAJIB BERDASARKAN STANDARDS FOR MATHEMATICAL PRACTICE (SMP)

    Jeri Araiku, Somakim Somakim, Weni Dwi Pratiwi, Annisa Oktavia Lestari, Nadia Faradilla

    Abstract


    Tujuan dari penelitian ini adalah untuk menganalisis kesesuaian buku penilaian (BUPENA) dengan Standards for Mathematical Practice (SMP). Pada penelitian ini, indiator yang dinilai adalah memaknai masalah dan menyelesaikannya (MP1), menalar secara abstrak dan kuantitatif (MP2), membangun argument dan mengkritisi argument orang lain (MP3), memodelkan dengan matematika (MP4). Metode penelitian adalah desk evaluation dimana peneliti menganalisis BUPENA berdasarkan indikator yang telah ditetapkan, teori-teori, dan penelitian yang relevan. Hasil analysis menunjukkan bahwa kesesuaian BUPENA dengan MP1, MP2, dan MP3 adalah sebesar 100%, sedangkan MP4 sebesar 94,74%. Kesesuaian buku ajar dengan SMP sangat penting untuk membantu siswa dalam meningkatkan higher order thinking skills (HOTS), kemampuan metakognitif, hasil belajar, motivasi, dan memodelkan, sehingga penggunaan BUPENA matematika wajib SMA ini sangat disarankan. Dalam penggunaan buku, sebaikanya guru juga mengaplikasikan model dan metode pembelajaran yang sesuai, serta memanfaatkan alat-alat atau aplikasi pembelajaran yang sesuai sehingga hasil yang diperoleh dapat maksimal.

    Keywords


    Analisis buku; Standards for mathematical practice; BUPENA; HOTS; matematika SMA

    Full Text:

    PDF

    References


    Abdullah, A. H., Ibrahim, N. H., Surif, J., Ali, M., & Hamzah, M. H. (2014). Non-routine Mathematical Problems among In-Service and Pre-Service Mathematics Teachers. International Conference of Teaching, Assessment and Learning (TALE), 18-24.

    Abdullah, A. H., Rahman, S. N., & hamzah, M. H. (2017). Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving. Bolema, Rio Claro (SP), 31(57), 310-322.

    Andriana, Y. P. (2014, Februari 27). eprints Universitas Muhammadiyah Surakarta . Retrieved from http://eprints.ums.ac.id/: http://eprints.ums.ac.id/28683/13/NASKAH_PUBLIKASI.pdf

    Apino, E., & Retnawati, H. (2016). Developing Mathematical Higher Order Thinking Skills of Senior High School Students. MSCEIS (pp. 1-8). Bandung: Universitas Pendidikan Indonesia.

    Araiku, J., Parta, I. N., & Rahardjo, S. (2019). Analysis of students’ mathematical problem solving ability as the effect of constant ill-structured problem’s employment. Journal of Physics: Conference Series, 1166(1), 12-20. doi:10.1088/1742-6596/1166/1/012020

    Araiku, J., Sidabutar, R., & Mairing, J. P. (2019). Gender Differences in Mathematics Ability of Junior High School Students based on Bloom's Taxonomy. Jurnal Gantang, 4(1), 15-25. doi:10.31629/jg.v4i1.969

    Arroida, A. K., & Retnawati, E. (2018). Analisis Buku Teks Pelajaran Matematika Wajib Kelas X SMA. Jurnal Pendidikan Matematika, 7(3), 1-13.

    Barabash, M., & Guberman, R. (2013). Developing Young Students’ Geometric Insight. Based On Multiple Informal Classifications as a Central Principle in the Task Design. Proceedings of ICMI Study 22, 1, 295-303.

    Berland, L. K., & Forte, A. (2010). When students speak, who listens? Constructing arguments in classroom argumentation. 9th International Conference of the Learning Sciences (pp. 428-435). Chicago: Association for Computing Machinery.

    Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria: ASCD.

    CCSSI. (2020, April 2). Standards for Mathematical Practice. Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/Math/Practice/

    CCSSO. (2010). Common core state standards for mathematics. Washington, DC: CCSSO.

    Conklin, W. (2012). Higher-order thinking skills to develop 21st century learners. Huntington Beach: Shell Educational Publishing, Inc.

    Courtney, S. A. (2014). Moving the Standards for Mathematical Practice Beyond Bullet Points. Comprehensive Journal of Educational Research, 2(5), 70-87.

    Eyyam, R., & Yaratan, H. S. (2014). Impact of Use of Technology in Mathematics Lessons on Student Achievement and Attitudes. Journal of social behavior and personality, 42, 31-42. doi:10.2224/sbp.2014.42.0.S31

    Fernandez-Leon, A., Izquierdo, J. M., & Toscano, R. (2017). How mathematicians conjecture and prove: An approach from mathematics education. Proceeding of CERME10, 2041-2048.

    Foster, C. (2017). Developing mathematical fluency: comparing exercises and rich tasks. Educ Stud Math, 97(1), 121-141.

    Hobden, P. (1998). The Role of Routine Problem Tasks in Science Teaching. In K. Tobin, & B. Fraser, International Handbook on Science Education (pp. 219-231). Dordrecht: Kluwer.

    ?mamo?lu, Y., & To?rol, A. Y. (2015). Proof construction and evaluation practices of prospective mathematics educators. European Journal of Science and Mathematics Education, 3(2), 130-144.

    Magfirah, Maidiyah, E., & Suryawati. (2019). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan prosedur newman. Lentera Sriwijaya: Jurnal Ilmiah Pendidikan Matematika, 1(2), 1-12. doi:10.36706/jls.v1i2.9707

    Margolinas, C. (2013). Task Design in Mathematics Education. Proceedings of ICMI Study 22, 1, 9-15.

    Mateas, V. (2016). Debunking Myths about the Standards for Mathematical Practice. Mathematics Teaching In The Middle School, 22(2), 92-99.

    Milinkovi?, J., Djoki?, O., & Deji?, M. i. (2008). Model udžbenika kao osnove aktivnog u?enja u nastavi matematike. Inovacije u nastavi, 21(1), 70-79.

    Murray, E. H. (2011). Implementing Higher Order Thinking in Middle School Mathematics Classrooms (Doctoral dissertation). Athens: University of Georgia.

    NCTM. (2000). Principles and standards for school mathematics. Reston, Virginia: NCTM.

    O'Connell, S., & SanGiovanni, J. (2013). Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice. Canada: Pearson Canada Inc.

    Pepin, B. (2008, November 11). Mathematical tasks in textbooks: Developing an analytical tool based on connectivity. Retrieved from ICME 11: http://dg.icme11.org/tsg/show/18

    Polya, G. (1973). How to Solve It. Princeton: Princeton University Press.

    Robitaille, D. F., & Travers, K. J. (1992). International studies of achievement in mathematics. In D. A. Grouws, Handbook of Research on Mathematics Teaching and Learning (pp. 687-709). New York: Macmillan Publishing Company.

    Susac, A., Bubic, A., Vrbanc, A., & Planinic, M. (2014). Development of abstract mathematical reasoning: the case of algebra. Frontiers in Human Neuroscience, 8(679), 1-10.

    Tajudin, N. M. (2017). Role of higher order thinking skills in enhancing mathematical problem solving. Man in India, 97(17), 209-214.

    Taqiyuddin, M. (2019, November 11). https://www.researchgate.net/. Retrieved from researchgate: https://www.researchgate.net/publication/333015100_ANALISIS_BUKU_MATEMATIKA_SEKOLAH_MENENGAH_ATAS_PADA_TOPIK_TURUNAN/link/5cd662ce299bf14d9589c384/download

    Thompson, P. W. (2011). Quantitative Reasoning And Mathematical Modeling. WISDOMe, 1, 33-57.

    TIMSS. (1999, September 1). International Mathematics Report Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Retrieved from TIMSS 1999 Publication: http://timss.bc.edu/timss1999i/math_achievement_report.html.

    Umulis, D. M., & Othmer, H. G. (2015). The Role of Mathematical Models in Understanding Pattern Formation in Developmental Biology. Bull Math Biol, 77(5), 817-845.

    Valvarde, G. A., Bianchi, L. J., Wolfe, R. G., Scmidt, W. H., & Houng, R. T. (2002). According to the Book Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht: Kluwer Academic Publishers.

    Warwick, J. (2007). Some Reflections on the Teaching of Mathematical Modeling. The Mathematics Educator, 17(1), 32-41.

    Widjaja, W. (2013). The Use Of Contextual Problems To Support Mathematical Learning. IndoMS-JME, 4(2), 151-159.




    DOI: https://doi.org/10.36706/jls.v2i1.11540

    Refbacks

    • There are currently no refbacks.


    Copyright (c) 2020 Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika



    Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika
    Department of Undergraduate Program on Mathematics Education
    Faculty of Teacher Training and Education
    Sriwijaya University, Palembang, Indonesia
    Kampus FKIP Bukit Besar
    Jl. Srijaya Negara, Bukit Besar
    Palembang - 30139 Indonesia
    email: lenterasriwijaya@fkip.unsri.ac.id
    contact person: +6281354633381 (Weni)
    p-ISSN: 2685-9564 | e-ISSN: 2684-7175


    Indexed in:

    Soil Science - Jurnal Ecosolum Terakreditasi Sinta 4 Unhas (Journal of Ecosolum Unhas Accredited Sinta 4) width=120

    Creative Commons License

    Lentera Sriwijaya: Jurnal Ilmiah Pendidikan Matematika is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

     

    View My Stats