EKSPLORASI KEYAKINAN GURU TENTANG MATEMATIKA, BELAJAR DAN MENGAJAR, PENILAIAN DAN HUBUNGANNYA DENGAN PRAKTIK DI KELAS MATEMATIKA

Purnomo, Yoppy Wahyu (2016) EKSPLORASI KEYAKINAN GURU TENTANG MATEMATIKA, BELAJAR DAN MENGAJAR, PENILAIAN DAN HUBUNGANNYA DENGAN PRAKTIK DI KELAS MATEMATIKA. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Kesenjangan antara teori dan praktik di kelas matematika menjadi sebuah fenomena dari permasalahan pendidikan yang menjadi fokus penelitian pendidikan matematika oleh komunitas internasional dalam beberapa dekade terakhir. Salah satu faktor potensial yang berperan sebagai jembatan untuk kesenjangan tersebut adalah keyakinan guru terkait matematika. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki profil keyakinan guru terkait matematika (tentang hakikat matematika, belajar-mengajar matematika, dan penilaian di kelas matematika), hubungan antar keyakinan, faktor-faktor yang potensial berpengaruh terhadap keyakinan, kecenderungan profil praktik di kelas matematika (praktik mengajar dan penilaian), hubungan antar praktik, dan hubungan antara keyakinan dan praktik. Penelitian ini menggunakan metode survei dengan desain cross-sectional untuk mengumpulkan data keyakinan dan praktik di kelas matematika. Partisipan dalam penelitian ini adalah 325 guru sekolah dasar yang tempat penugasannya berada di wilayah 2 suku dinas pendidikan kota Jakarta Timur. Instrumen untuk mengumpulkan data menggunakan kuesioner keyakinan dan praktik di kelas matematika. Temuan penelitian ini mengindikasikan bahwa (1) keyakinan yang dipegang guru sekolah dasar lebih cenderung didominasi oleh pandangan konstruktivisme; (2) terdapat hubungan yang kompleks antar pasang dimensi keyakinan; (3) tidak terdapat perbedaan yang signifikan di antara masing-masing keyakinan yang dipegang sehubungan dengan gender, pengalaman mengajar, status sertifikasi, dan jenjang kelas penugasan, kecuali pada keyakinan tentang hakikat matematika yang mana guru yang memiliki pengalaman mengajar tinggi (puncaknya pada kategori 11-20 tahun) lebih memegang keyakinan matematika absolut; (4) profil praktik yang dinyatakan guru di kelas matematika (baik praktik mengajar maupun praktik penilaian) cenderung mengarah pada praktik-praktik tradisional; (5) terdapat konsistensi antar dimensi yang bersesuaian di antara praktik mengajar dan praktik penilaian; dan (6) tidak selalu praktik yang dilakukan guru di kelas matematika merefleksikan keyakinan yang dipegangnya;--- The gap between theory and practice in mathematics classes becomes a phenomenal issue in mathematics education research in recent decades. One of the potential factors that may overcome the gap is by developing teachers’ beliefs related to mathematics. Therefore, this study aimed to investigate teacher beliefs related to mathematics (i.e., about nature of mathematics, mathematics teaching-learning, and assessment in mathematics class), to find out relationships between the beliefs, to find out potential factors which effect on beliefs, to find out profiles of practices in mathematics class (teaching and assessment practices), to find out relationships between the practices, and to find out relationships between the beliefs and practices. Moreover, this study used a survey method with cross-sectional design to collect data on beliefs and practices in mathematics class. The participants in this study were 325 elementary school teachers who work in the region 2 of East Jakarta City Education Board. The questionnaire was used to collect data about beliefs and practices in mathematics class. The findings of this study indicate that (1) elementary school teachers belief is dominated by constructivism beliefs; (2) there were complex relationships among pairs of corresponding factors (or not corresponding) of beliefs; (3) there are no significant differences between each belief which is held with respect to gender, teaching experiences, certification status, and level of class assignments; (4) the practice profiles (both teaching and assessment practices) in mathematics class tend to traditional practices; (5) there is consistency between the corresponding factors in teaching practices and assessment practices; and (6) the teachers’ practices in class do not always reflect their beliefs.

Item Type: Skripsi,Tesis,Disertasi (eprint_fieldopt_thesis_type_phd)
Additional Information: No. Panggil: D MTK PUR e 2016 Pembimbing: I. Didi Suryadi, II. Sutawanir Darwis
Uncontrolled Keywords: Keyakinan guru terkait matematika, Praktik mengajar, Praktik penilaian, Kelas matematika, Guru sekolah dasar, Teacher beliefs related to mathematics, Teaching practices, Assessment practices, Mathematics classes, Elementary school teacher
Subjects: L Education > LB Theory and practice of education
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: Mr mhsinf 2017
Date Deposited: 06 Sep 2017 02:08
Last Modified: 06 Sep 2017 02:08
URI: http://repository.upi.edu/id/eprint/25762

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