Karakterisasi Pengajuan Pertanyaan Mahasiswa Calon Guru Sebagai Keterampilan Berpikir Tingkat Tinggi
DOI:
https://doi.org/10.21067/pmej.v6i1.8010Keywords:
Pertanyaan, Berpikir tingkat tinggi, Mahasiswa calon guruAbstract
Tujuan dari penelitian adalah melakukan karakterisasi pengajuan pertanyaan mahasiswa calon guru sebagai dasar keterampilan berpikir tingkat tinggi guru. Dalam menentukan subjek penelitian, peneliti bekerjasama dengan Prodi Pendidikan Matematika Universitas Madura dan salah satu Sekolah Menengah Atas di Kabupaten Pamekasan. Subjek penelitian ini adalah mahasiswa pendidikan matematika Universitas Madura yang sedang menempuh mata kuliah Praktek Pengalaman Lapangan (PPL). Subjek tersebut untuk melakukan karakterisasi pertanyaan yang ada dalam proses pembelajaran yang dilakukan. Sesuai dengan jenis penelitian, penelitian kualitatif, instrumen utama dalam penelitian ini adalah pengamatan peneliti, Instrumen pendukung dalam penelitian ini adalah pedoman wawancara, alat perekam, software bantu untuk video dan transkrip data dan lembar observasi. Instrumen pendukung digunakan oleh peneliti sebagai pendukung untuk memperoleh data tentang aktivitas mahasiswa dalam melaksanakan kegiatan pembelajaran. Instrumen divalidasi berdasarkan validasi konten, konstruksi masalah, bahan dan bahasa. Analisis data dilakukan dengan menggunakan urutan: klasifikasi data, reduksi data, penyajian data, penafsiran, dan penarikan kesimpulan. Hasil penelitian ini ada beberapa pertanyaan yang dilakukan oleh mahasiswa calon guru seperti pertanyaan bertujuan, pertanyaan konvergen, pertanyaan klasikal, pertanyaan tindak lanjut, leading question
Downloads
References
Aizikovitsh-Udi, E., & Star, J. (2011). The skill of asking good questions in mathematics teaching. In Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2011.03.291.
Anderson, L. W & Krathwohl, D. R. (2001). Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. Longman; NY.
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2000). A Research-Based Teacher Professional Development Program for Elementary School Mathematics. In National Center for Improving Student Learning and Achievement in Mathematics and Science. Wisconsin-Madison.
Hargie, O. (2006). The Handbook of Communication Skills. Routledge. https://doi.org/10.1007/978-3-319-20185-6.
Heinze, A., & Erhard, M. (2006). How much time do students have to think about teacher questions? an investigation of the quick succession of teacher questions and student responses in the German mathematics classroom. ZDM - International Journal on Mathematics Education. https://doi.org/10.1007/BF02652800. McCarthy, P., Sithole, A., McCarthy, P., Cho, J., & Gyan, E. (2016). Teacher questioning strategies in mathematical classroom discourse: A case study of two grade eight teachers in Tennessee, USA. Journal of Education and Practice, 7(21), 80–89.
King, JF; Goodson, L., & Rohani, F. (2010). Higher Order Thinking Skills, Definition, Teaching Strategis, Assesment. A Publication of The Educational Services Program. Tersedia di www.Cala.fsu.edu.
Knapp, L, R & Glenn, A, D. (1996). Restructuring Schools with Technology.Massachusettes: Ally & Bacon.
Moyer, P. S., & Milewicz, E. (2002). Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews. Journal of Mathematics Teacher Education, 5(4), 293–315. https://doi.org/10.1023/A:1021251912775.
Ratzer, M. B. & Jaeger, P. (2015). Think Tank Library: Brain Based Learning Plans for New Standards, Grades K-5. Santa Barbara: Libraries Unlimited.
Thiagarajan., S. et al. (1974). Instructional Development for Training Teachers of Exceptional Children: A Source Book. Minnesota: University of Minnesota
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7). https://doi.org/10.5688/ajpe777155.
Zayyadi, M., Hasanah, S. I., & Muhaimin, A. (2018). Pengembangan Lembar Kegiatan Siswa dalam Pemecahan Masalah Matematika Dengan Pendekatan Metakognitif. Briliant: Jurnal Riset dan Konseptual, 3(4), 401-410.
Zayyadi, M., Nusantara, T., Hidayanto, E., Sulandra, I., & As' ari, A. R. (2019). Exploring Prospective Student Teacher's Question on Mathematics Teaching Practice. Journal of Technology and Science Education, 9(2), 228-237.
Zayyadi, M., Nusantara, T., Hidayanto, E., Sulandra, I. M., & Sa'dijah, C. (2020). Content and Pedagogical Knowledge of Prospective Teachers in Mathematics Learning: Commognitive Framework. Journal for the Education of Gifted Young Scientists, 8(1), 515-532.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pi: Mathematics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Pi: Mathematics Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Pi: Mathematics Education Journal
