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# Kamirsyah WahyuUniversitas Islam Negeri (UIN) Mataram · Mathematics education

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· Magister in mathematics educationAbout

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Introduction

Kamirsyah Wahyu currently teaches research and learning/teaching of mathematics at Universitas Islam Negeri (UIN) Mataram and manage https://jurnalbeta.ac.id as editor in chief. His research focuses on the design of fraction division instruction, DigiTech on mathematics education, history of mathematics, and values in mathematics teaching.

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Research Items (7)

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development. The criterion was canvassed through a qualitative exploratory study which involves a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijvers et al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.

[English]: The research aimed to analyze how novice teachers use digital technology and transform their practices from without-technology to with-technology mathematics teachings. Two upper secondary mathematics teachers were involved in this research. They were novice teachers in the use of digital technology in mathematics teachings. Classroom video recording and transcripts were the primary sources of data, meanwhile interview with the teachers and field notes are the supporting data. The teachings videos were categorized into some episodes, transcribed and analyzed following the phases of analyzing classroom video recordings and transcript by Cobb and Whitenack (1996). To capture the whole picture of the teachers’ practices, data analysis was referred to instrumental orchestration (Drijvers et al., 2010) and didactics tetrahedron unfolded (Hollebrands & Okumuş, 2018). In this research, we found that the observed teachers’ orchestrations are mostly non-technology orchestrations. The teachers have a different focus; one focuses only on mathematics and another focus on mathematics through the use of technology. The research concludes that old-fashioned classroom practices can be the pitfall for using digital technology in the mathematics classroom.
Keywords: GeoGebra, Mathematics task, Digital technology, Pitfall, Teachers’ practices
[Bahasa]: Penelitian ini bertujuan menganalisis bagaimana guru pemula menggunakan teknologi digital dalam kelas dan perubahan praktik pembelajaran setelah menggunakan teknologi. Dua guru matematika SMA menjadi subjek dalam penelitian. Subjek merupakan guru pemula terkait penggunaan teknologi digital dalam pembelajaran matematika. Data utama penelitian diperoleh melalui rekaman video pembelajaran. Hasil wawancara dengan guru dan catatan lapangan digunakan sebagai data pendukung. Video pembelajaran dikelompokkan menjadi beberapa episode, dibuat transkrip dan dianalisis berdasarkan langkah-langkah analisis rekaman video dan transkrip pembelajaran oleh Cobb and Whitenack (1996). Untuk memperoleh gambaran menyeluruh praktik guru, analisis data merujuk pada kerangka orkestra instrumental (Drijvers et al, 2010) dan segiempat didaktik terbuka (Hollebrands & Okumuş, 2018). Penelitian ini menemukan bahwa sebagian besar orkestra guru dalam pembelajaran masih bercirikan pembelajaran tanpa teknologi. Dua guru dalam penelitian ini memiliki fokus yang berbeda dalam pembelajaran yaitu fokus hanya pada matematika dan fokus pada matematika melalui penggunaan teknologi. Hasil penelitian tersebut menunjukan bahwa praktik rutin guru tanpa teknologi bisa menjadi hambatan dalam pembelajaran berbasis teknologi.
Kata kunci: GeoGebra, Tugas matematika, Teknologi digital, Hambatan, Praktik guru

This article is a part of research which aimed to reveal the path of undergraduate students’ thinking in solving mathematical problems referring to the construction of reflective abstraction. Reflective abstraction is the process of thinking in constructing logical structures (logico-mathematical structures) by individuals through interiorization, coordination, encapsulation, and generalization. This article seeks to analyze a student with the simple closed path, as one of the two types of students’ thinking path found in the research, in solving limit problems. The thinking process of the student in solving mathematical problems occurred through the path of interiorization - coordination - encapsulation - generalization then to coordination - encapsulation - generalization. The path of the student’s thinking yields alternative to understand and marshal problem-solving activities in mathematics learning.

- Aug 2018
- International Conference on Mathematics and Islam (ICMIs)

The current research aimed to identify the pedagogical values (PVs) held by mathematics teachers and then analyze on the factors that affect the PVs enacted in the classroom. It involved ten teachers in Madrasah who have been teaching mathematics in the various period, from one year until over five years of experiences. Of three teachers were purposively chosen that satisfy the values criteria to be further observed in classroom teaching and interviewed. The teachers’ PVs were identified through communication, dialogue and pedagogical reflections by means of the questionnaire, inter-view, focus group discussion, and classroom observation. The data was then confronted with the values criteria (choosing, prizing, and acting) to determine the mathematics teachers’ PVs. The research found that only two teachers satisfy the criteria, one teacher found difficulties to enact his PVs and the others could not pass through prizing criteria. The research concluded that the PVs held by the mathematics teachers are shaped by the specific need or condition of their students (cultural-ly dependent) and constraints such as values alignment and institutional values can affect the en-actment of PVs. The implication for educational program and school context will be discussed.

This design research aims to develop a learning activity which supports the fifth-grade students to understand measurement fraction division problems (A whole number divided by a fraction that result in a whole number answer) conceptually. Furthermore, how students solve the fraction division problem using models is also analyzed. Data for the retrospective analysis is collected through two teaching experiments in the form of students’ work, field notes, and some part of classroom discussions. The important findings in this research are: 1) the developed learning activity namely Motivation Cards support students understand that 3 divided by one-half means how many one-half are in 3 through models. However, when the divisor is not a unit fraction they could not directly relate the unshaded part in area model for example. 2) area model is proper model to be firstly introduced when the students work on fraction division. 3) understanding this kind of fraction division help students understand other measurement fraction division where both divisor and dividend are fractions. 4) the learning activity supports the development of character values for students.

[Bahasa]: Sejarah merupakan sumber pengetahuan. Sejarah memberikan informasi berharga terkait perkembangan di masa lampau yang mendukung kemajuan di masa sekarang. Dalam hal ini, sejarah matematika juga memberikan pengetahuan bagaimana konsep matematika berkembang. Sejarah matematika menjelaskan, sebagai contoh, bagaimana al-Khwarizmi mengembangkan metode kuadrat sempurna dalam menyelesaikan persamaan kuadrat. Melalui sejarah matematika, kerja keras para matematikawan dalam menemukan dan mengembangkan suatu konsep atau penyelesaian suatu permasalahan bisa menjadi kisah inspiratif. Pengetahuan yang diperoleh melalui sejarah matematika sangat bermanfaat untuk digunakan dalam pembelajaran. Tulisan ini mencoba menjawab kenapa dan bagaimana penerapan sejarah matematika dalam pembelajaran melalui kajian pustaka (library research). Referensi terkait berupa ebook, artikel jurnal online dan proceedings konferensi dianalisis dengan memfokuskan pada dua hal, yaitu: manfaat sejarah matematika dalam membangun sikap positif siswa terhadap matematika; dan cara menerapkan sejarah matematika dalam pembelajaran matematika di Indonesia.
[English]: History is a source of insight. History gives valuable information regarding the development in the past which contributes to the advance nowadays. In this case, the history of mathematics (HoM) also provides knowledge on how mathematics concept developed. The history of mathematics explains, for example, how al-Khwarizmi developed one of the methods in solving a quadratic equation. In the history of mathematics, how mathematicians worked hard in inventing and developing a concept or a solution upon a mathematics problem can be inspired story. Insight from the history of mathematics can be very useful for learning mathematics. This paper tries to answer why and how the use of history of mathematics in mathematics learning through library research. References consist of e-books, online journal articles and conference proceedings are thoroughly analyzed focusing on two cases, i.e. how the history of mathematics builds positive attitude of students toward mathematics; and how it can be implemented in Indonesia mathematics classroom.

- Nov 2015
- International Conference on Mathematics, Sciences and Education (ICMSE)

This paper is aimed at addressing and discussing some findings from two periods of teaching experiments regarding changesof mathematics classroom setting. The change is from traditional setting to realistic mathematics classroom setting in which the students experienced different plots and situations of learning. This change revealed how students perform in problem solving and their responses toward the new mathematics learning atmosphere. Students' responses and performance were analyzed from field notes, several part of classroom discussions, students' work and a questionnaire. The important findings were some students who categorized as below average and average students in mathematics showed good performance in problem solving; and some students resisted to further involve in learning since the new classroom setting required them to deal with context at the beginning of lesson, develop models, contribute more in learning (such as explain and justify their work, arguing about others' work) and practice problem solving.

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