Article Sidebar

Published
Jan 29, 2017
Download
PDF
Statistic
Read Counter : 1592 Download : 1110

Main Article Content

Abstract

This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning ability of the teachers who received metaphorical thinking learning is better than those who received conventional learning; (2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers’ mathematical questioning ability. In addition, there is an interaction effect between the learning and KAM in developing teachers’ mathematical questioning ability; (3) teachers’ mathematical questioning ability has not been achieved optimally on the indicators submitting problems in the form of non-routine questions and open-ended questions.

Keywords

KAM Mathematical Questioning Ability Metaphorical Thinking

Article Details

References

  1. Elder, L., & Paul, R. A. (2002). The Miniature Guide to the Art of Asking Essential Questions. Santa Rosa, CA: Fondation for Critical Thinking.
  2. Hendriana, H. (2012). Pembelajaran Matematika Humanis dengan Metaphorical Thinking untuk Meningkatkan Kepercayaan Diri Siswa. Infinity, 1(1): 90-103.
  3. Hendriana, H. (2013). Analisis Hasil Belajar Matematika Siswa SD Berdasarkan Kemampuan Komunikasi Guru dan Tingkat Kemampuan Awal Matematika Siswa. Seminar Nasional Matematika, Universitas Katholik Parahyangan. Bandung: Universitas Katholik Parahyangan.
  4. Hendriana, H., Rohaeti, E. E., & Hidayat, W. (2016). Metaphorical Thinking Learning and Junior High School Teachers’Mathematical Questioning Ability. Journal on Mathematics Education, 8(1), 55-64.
  5. Meij, V. H., & Dillon, J. T. (1994). Adaptive Student Questioning and Students' Verbal Ability. The Journal of Experimental Education, 62(4), 277-290.
  6. Minarni, A., Napitupulu, E. E., & Husein, R. (2016, January). Mathematical Understanding and Representation Ability of Public Junior High School in North Sumatra. Journal on Mathematics Education, 7(1), 45-58.
  7. Piatek-Jimenez, K. (2010). Students’ Interpretations of Mathematical Statements Involving Quantification. Mathematics Education Research Journal, 22(3), 41-56.
  8. Rahman, A. (2013). Pengajuan Masalah Matematika di Tinjau dari Gaya Kognitif dan Kategori Informasi. Jurnal Ilmu Pendidikan, 19(2): 244-251.
  9. Rezvani, R., & Sayyadi, A. (2015). Instructors’ and Learners’ Questioning: A Case of EFL Classroom Discourse in Iran. Journal of Teaching Language Skills, 34(3), 141-164.
  10. Thomas, A., & Thorne, G. (2010). How to Increase Higher-Order Thinking. Center for Development and Learning Metairie, Louisiana.
  11. 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), 155.
  12. Zhang, C., Wang, H., & Li, W. (2012). The Research of the Relationship between University Mathematics Learning and Quality Education and Enforce of Human’s Ability. Engineering Education and Management, 437-441.