Search

This study aims to describe the cognitive level of word problems in mathematics textbooks for class X based on the revised Bloom's Taxonomy. This type of research is descriptive qualitative. The object of research is the whole word problems in the mathematics textbook for senior high school class X Curriculum 2013 in the 4th edition of the 2017 revised edition. The data were collected by the documentation method with the instrument in the form of a checklist used in the process of classifying the cognitive level of word problems based on the revised Bloom's Taxonomy. Question indicators based on the cognitive level of the revised Bloom's Taxonomy were validated by an expert and their reliability was estimated using inter-rater reliability. The reliability coefficient obtained on the knowledge dimension is 0.73 and the cognitive process dimension is 0.71. The results showed that the cognitive level of mathematics word problems in high school mathematics textbooks includes 11 variations of questions from 24 variations of questions according to the cognitive level of the revised Bloom's Taxonomy of the 33 word problems with 57 questions, the dominant cognitive level is analyzing procedural knowledge (45.61%), followed by applying procedural knowledge (19.30%), understanding conceptual knowledge (10.53%), analyzing conceptual knowledge (7.02%), understanding factual knowledge (3.51%), remembering conceptual knowledge (3.51%), evaluating metacognitive knowledge (3.51%), analyzing factual knowledge (1.75%), analyzing conceptual knowledge (1.75%), understanding procedural knowledge (1.75%) and creating procedural knowledge (1.75%). [ABSTRACT FROM AUTHOR]

The purpose of this research was to analyze teaching materials based on Science, Technology, Engineering, and Math (STEM). The type of research used is qualitative research. Meanwhile, the research design for teaching materials uses ADDIE which includes five stages, namely analyze, design, development, implementation, and evaluation. The feasibility analysis of STEM teaching materials refers to the results of the assessments of three experts, namely education experts, STEM experts, and mathematicians as well as student responses. The students' responses that were used as a test were students of State Earth Elementary School, Lampung. The results of this study indicate that fourth-grade elementary school students need teaching materials to complete math textbooks. Teaching materials needed by students are based on Science, Technology, Engineering, and Math (STEM). [ABSTRACT FROM AUTHOR]

Learning media courses are very important given to prospective teachers because this course will equip them to master one of the basic skills of teachers, namely the skills to use and design learning media. However, to prepare the students to face the global competition, a significant goal should be determined. This study aims to produce an effective textbook to support students' creativity in learning media course. This type of research is development research. While the model used is ADDIE which includes 5 stages, namely Analyze, Design, Development, Implement and Evaluate. Of the five stages of development using the ADDIE model, the results that have been achieved are obtained: 1) the results of the analyze phase, namely in the form of task analysis and analysis of student needs; 2) the results of the design phase, namely in the form of material coverage adapted to the syllabus and the textbook format adapted to the Unesco format; 3) the results of develop stage, namely the results of the preparation of the draft book and the results of the internal review; 4) the results of evaluate phase, namely the evaluation of each stage. From the overall results, it is found that the development of this mathematics learning media textbook needs to be tested for feasibility and readability so that responses from students and supporting lecturers indicate whether this textbook can be used as the main textbook for mathematics learning media courses. [ABSTRACT FROM AUTHOR]

The study aimed to identify the profile of public high schools in a division of the Northern Philippines that discriminated schools with consistent high Mathematics performance from schools with consistent low Mathematics performance based on the results of the National Achievement Test for three consecutive years. Ten high schools each from high Mathematics performance and low Mathematics performance groups were the study area. The study was conducted in two phases. In phase 1, the researcher personally administered three sets of validated questionnaires to the 10 principals, 24 Mathematics teachers, and 500 students from the schools with consistent high mathematics performance, and 10 principals, 41 Mathematics teachers, and 589 students from the schools with consistent low Mathematics performance. The data gathered were tabulated, treated, and analyzed using the pairwise correlation analysis before the discriminant analysis of the SPSS. The analysis identified 18 out of 49 variables that could discriminate between the two groups of schools. Principals played big roles to attain, maintain, or improve the schools' high Mathematics performance. Teachers' number of training, attainment of Master's degrees, average class size, and the provisions for Mathematics textbooks, Activity Sheets, and a functional library were the other factors that could be associated with high Mathematics performance. [ABSTRACT FROM AUTHOR]

Character education is an important thing to be conveyed in all subjects, including mathematics learning. However, the Covid-19 pandemic is a challenge for the world of education, especially formal education in character education efforts. The purpose of this study is to discuss how character education can be implemented in online mathematics learning during the Covid-19 pandemic. This research is descriptive qualitative with a literature study that seeks to provide a solution for how character education is implemented in online mathematics learning during the Covid-19 pandemic. This study then found that character education in online mathematics learning during the Covid-19 pandemic could be implemented by integrating character values in math assignments given by teachers, delivering character values through learning media, and integrating character values in math textbooks or modules. [ABSTRACT FROM AUTHOR]