Analisis Ima Mulyawati - matreg1pasca

ANALISIS HASIL STUDI INTERNATIONAL Dianalisis oleh: Nama : Ima Mulyawati NIM : 0401511003 Pendidikan Matematika Progam Pascasarjana UNNES Jurnal : International Electronic Journal of Mathematics
Education - I?JM? www.iejme.com Volume 5 No 3 (2010) Judul Artikel : The Impact of Teaching Approaches on Students'
Mathematical Proficiency in Sweden Penulis : Joakim Samuelsson Sweden Linköpings Universitet/IBL, Linköping, Sumber : International Electronic Journal of Mathematics
Education - I?JM?, 2010, 5(3), 61-78 |No |Aspek yang |Isi |Bandingkan dengan |
| |dianalisis | |handbook reserach |
| | |(dalam bahasa inggris) |Translate (dlm bahasa Indoensia | |
|A |Judul |The Impact of Teaching Approaches on |Pengaruh Pembelajaran Matematika pada |Second Handbook of |
| | |Students' Mathematical Proficiency in |Kemahiran Siswa di Swedia |Research on Mathematics |
| | |Swenden | |Teaching and Learning |
| | | | |Mathematics teaching and|
| | | | |Classroom Practice |
| | | | |(225-230) |
| | | | |Mathematics Teachers |
| | | | |Belief and Affect |
| | | | |(305-308, 294-295) |
| | | | |The Effects of Classroom|
| | | | |mathematics Teaching on |
| | | | |Student Learning |
| | | | |(372-375) |
| | | | |The Mathematical |
| | | | |education and |
| | | | |Development of Teachers |
| | | | |(173-184,199-204) |
|B |BAB 1 | | | |
|1 |Latar |The influence of the learning |Pengaruh belajar pada pengetahuan |Perbedaan metode guru |
| |Belakang |environment upon knowledge development|telah mendapatkan sedikit perhatian |digunakan untuk |
| | |has received relatively little |dalam belajar dan mengajar matematika |efektivitas tujuan |
| | |attention in the field of mathematics |(Boaler, 1999; Samuelsson, 2008). |pembelajaran yang |
| | |teaching and learning (Boaler, 1999; |Meskipun demikian, guru sering |berbeda |
| | |Samuelsson, 2008). Even so, teachers |berharap peneliti memberikan |Metode yang digunakan |
| | |often expect researchers to provide |pengetahuan matematika secara |oleh guru dapat |
| | |that kind of knowledge in mathematics |didaktis. |dikatakan efektif dimana|
| | |didactics. |Apa yang terjadi di kelas memiliki |metode tersebut dapat |
| | |What happens in the classroom has an |pengaruh pada kesempatan siswa untuk |mengerti prosedur |
| | |impact on students' opportunity to |belajar. Aktivitas kelas, tindakan |kedalaman konsep dan |
| | |learn. The activities in the |yang berulang yang dilakukan siswa dan|memperoleh pelaksanaan |
| | |classroom, the repeated actions in |guru terlibat karena mereka belajar |prosedur yang kompleks. |
| | |which students and teachers engage as |dimana pengetahuan dihasilkan (Cobb, |Tambahan, beberapa |
| | |they learn are important because they |1988). Ada beberapa bukti bahwa gaya |metode guru dikatakan |
| | |constitute the knowledge that is |pengajaran yang berbeda memiliki |efektif dimana informasi|
| | |produced (Cobb, 1998). There is some |pengaruh yang berbeda pada prestasi |guru tidak hanya |
| | |evidence that different teaching |siswa (Aitkin & Zukovsky, 1994) dan |diterima dimemori jangka|
| | |styles can have different impacts on |pilihan pendekatan pengajaran dapat |pendek melainkan juga |
| | |student achievement (Aitkin & |membuat perbedaan dalam belajar siswa |diterima di memori |
| | |Zukovsky, 1994) and that the choice of|(Wentzel, 2002). Sintesis meta |jangka panjang. Satu |
| | |teaching approaches can make an |analisis dan review dari Teddlie and |akibat metode |
| | |important difference in a student's |Reynolds (2000) memberikan bukti |pembelajaran yang |
| | |learning (Wentzel, 2002). The |hubungan positif antara prestasi dan |berbeda efektif untuk |
| | |synthesis of meta-analysis and reviews|pengaturan kelas yang bervariasi. Case|tujuan pembelajaan yang |
| | |of Teddlie and Reynolds (2000) gives |(1996) berpendapat variasi metode |berbeda. |
| | |evidence for positive relationships |pembelajaran penting karena metode | |
| | |between achievement and varied |pembelajaran yang berbeda menarik | |
| | |classroom settings. Case (1996) argues|perhatian yang berbeda dalam | |
| | |that a variation of teaching methods |kompetensi matematika (misalnya | |
| | |is important because different |Boaler, 2002; Samuelsson, 2008). Jadi | |
| | |teaching methods draw attention to |kebanyakkan metode pembelajaran | |
| | |different competencies in mathematics |tampaknya menjadi penting untuk | |
| | |(e.g. Boaler, 2002; Samuelsson, 2008).|perkembangan kemahiran matematika | |
| | |Thus, the mode of teaching method in |siswa. | |
| | |mathematics seems to be important for |Dalam penelitian ini, efektivitas dua | |
| | |students' development of mathematical |pendekatan pengajaran tradisional, | |
| | |proficiency. |pemecahan masalah, memeriksa | |
| | |In the present study, the |matematika. | |
| | |effectiveness of two teaching | | |
| | |approaches, traditional and problem | | |
| | |solving, in mathematics is examined. | | |
|2 |Identifikasi |The mathematics curriculum during |Kurikulum matematika selama di sekolah|Di sini dijelaskan |
| |Masalah |elementary school in Sweden has many |dasar Swedia memiliki banyak komponen,|kurikulum di Swedia |
| | |components, but there is a strong | |mempunyai penekanan yang|
| | |emphasis on concepts of numbers and |tapi ada penekanan kuat pada konsep |kuat dalam operasi |
| | |operations with numbers. From an |angka dan operasi angka. Dari |angka. Aspek kompetensi |
| | |international perspective, mathematics|perspektif internasional, pengetahuan |matematika tidak hanya |
| | |knowledge is defined as something more|matematika didefinisikan sebagai |pengetahuan dasar tetapi|
| | |complex than concept of numbers and |sesuatu yang lebih kompleks dari |juga digunakan untuk |
| | |operations with numbers. Kilpatrick et|konsep angka dan operasi angka. |mengetahui efektivitas |
| | |al. (2001) argue for five strands |Kilpatrick et al. (2001) menyatakan |dan efisien (de Corte, |
| | |which together build students' |selama lima hal yang secara |Greer Verschaffel, 1996;|
| | |mathematical proficiency. The five |bersama-sama membangun kemampuan |Lester, 1994; |
| | |strands provide a framework for |matematika siswa. Li