IJSTR

International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
0.2
2019CiteScore
 
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020

CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT

IJSTR >> Volume 8 - Issue 11, November 2019 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Enhancement On Completion Ability Of The Olympiad Problems Through Training Programs For Math Teachers Of Junior High School

[Full Text]

 

AUTHOR(S)

Surya Wijaya, Samsul Arifin, Nerru Pranuta Murnaka

 

KEYWORDS

mathematical olympiad, N-Gain improvement, junior high school teachers

 

ABSTRACT

This research is based on the requirement for junior high school students to be able to solve Mathematical Olympiad questions in the last few years, thus requiring their teachers to be able to solve Mathematical Olympiad questions and teach them. The purpose of this study is to investigate whether there is an increase in the ability of junior high school mathematics teachers after attending a training program on solving Mathematical Olympiad questions. This research was conducted in September 2018 with 14 junior high school mathematics teachers from Tobasa Regency, North Sumatra, Indonesia. This research uses a quantitative one-sample research method with one group pretest-posttest design. We use a technique of data analysis of improvement tests in the N-gain test using a t-test with the assumption that normality is fulfilled. The results showed that there was an increase in the ability to solve Mathematics Olympiad questions for junior high school teachers after attending training on developing Mathematical Olympiad questions, with an average N-Gain score of 0.778.

 

REFERENCES

[1] Anderson, L. W. & Krathwol, D. R. (Eds). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Newyork: Addison Wesley Longman.
[2] Depdiknas. (2002). Pendidikan Berorientasi Kecakapan Hidup (Life Skills Melalui Pendekatan Pendidikan Berbasis Luas (Broad Based Education). Jakarta: Depdiknas.
[3] Fadillah, S. (2009). Kemampuan Pemecahan Masalah Matematis dalam Pembelajaran Matematika. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA Fakultas MIPA, Universitas Negeri Yogyakarta, 16 Mei 2009. Hal.553-558
[4] Hake, R. R. (1999). Analyzing Change/Gain Scores. Indiana University: Department of Physics. Accessed on November, 2011 from: http://www.physics.indiana.edu/~sdi/Analyzingchange- Gain.pdf.
[5] Kemendikbud. (2012). Sertifikasi guru dalam jabatan: Buku 3. Pedoman Penyusunan Portofolio. Jakarta: Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
[6] Meltzer, D.E (2002). The relationship between mathematics preparation and conceptual learning Gain in Physics. American Journal of Physics, 70, 1259-1268.
[7] Pogrow, S. (2005). Hots revisited: A thinking development reducing learning gap after grade 3. Phi Delta Kappan, September, 64-75.
[8] Programme for Internasional Student Assessmet. (2014). PISA 2012 Results in Focus: What 15-year- olds know and what they can do with what they know. Paris: OECD.
[9] Puja Astawa, I W. (2007). Model Pembinaan Olimpiade Matematika Sekolah Dasar di Propinsi Bali. Jurnal Pendidikan dan Pengajaran Undiksha No 2. Hal 270-286.
[10] Rakib, M., Rombe, A., & Yunus, M. (2016). Pengaruh pelatihan dan pengalaman mengajar terhadap profesionalisme guru. Ad’ministrare, 3-2, 137-148.
[11] SEAMEO. Available at http://www.seameo.org/SEAMEOWeb2/
[12] Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: John Wiley & Sons.
[13] Wijaya, E.Y., Sudjimat, D.A., dan Nyoto, A. (2016). Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. Prosiding Seminar Nasional Pendidikan Matematika 2016 – Universitas Kanjuruhan Malang, 1, 263-278.