Nama : Wildan Banu Adami

NRM : 3115155625
Blog : lajoieinfinidewil.wordpress.com

Article 1
THE IMPACT OF A TEACHER TRAINING PROGRAM ON MATHEMATICS TEACHING
METHODOLOGIES: USING STUDENT-CENTERED LEARNING
BUAD KHALES
ALQUDS UNIVERSITY , DEPARTMENT OF ELEMENTARY AND KINDERGARTEN, PALESTINIAN
TERRITORIES. BKHALES@EDU.ALQUDS.EDU
American Journal of Educational Research, 2016, Vol. 4, No. 14, 992-998.
Summary :

This study aimed at investigating the impact of a teacher training program on

mathematics teaching methodologies using student-centered learning. To answer the
researcher questions, the researcher chose a sample of ten teachers. The study sample
consists of 10 teachers participating in the LTD (Leadership and Teacher Development)
program. This study utilized the qualitative research method and employed four tools:
class observation, interviews, and teacher and student reflective journals. The study
lasted for eight, months. The study itself had three objects to find based on particular
questions: What are the different student-centered methods teachers use in their
classes?; How much does LTD help math teachers use the methods of a student-
centered learning approach?; and How did the new teaching methodologies used by the
teachers reflect/impact on the students’ attitudes towards learning mathematics?.

Answers to the first question. There existed various teaching methods/strategies

in the school: cooperative learning, direct learning, learning through dialogue, problem-
solving, visualization, e-learning, learning through stories, learning through trips, lifelong
learning, web quests, and learning through games and play. The methods/strategies were
listed from the most used to the least. To justify their choice, the teachers gave following
reasons: the goals teachers seek to achieve, the nature of the subject being taught,
student specifications, and school resources. To conclude, during the interviews, all ten
teachers participating in the present study expressed their satisfaction with their individual
choice of teaching method. However, one teacher complained that the tools required by
the E-learning method were not available and remarked that she needed further training
in using this method.

Answers to the second question. The analysis showed various remarks from ten
teachers. Seven teachers described the LTD program as a compass that sets them out
in the direct direction and guides them to make the choice of the teaching method that
most suits their students’ features and learning styles. Furthermore, eight teachers
considered the program to be an opportunity to share experiences with colleagues
regarding the teaching methods they use in their classes, yet they also expressed the
need for more face-to-face meetings to exchange experiences about their teaching
methods in a more detailed fashion.

Answers to the third question. In order to answer this question, the researchers
analyzed the students’ reflections, with a total of 50 journals. Five students from each
class were chosen randomly to write their reflections. The researcher asked students to
write their reflections after the classes she observed. There existed some remarks from
students: I like math because during class we work together in groups. We like our
teacher because she explains well and makes us understand well. My group is good and
we are all friends. The class on the lateral area was very interesting and all the classes
were simple and easy, and our class today on cubes was very interesting. Math classes
are interesting and we like math even though it’s difficult – but our teacher teaches us in
a very beautiful way. I like to do more activities and to go to entertainment places and I
like to thank my teacher because she is great and knows how to teach us. Those indicated
that student-centered teaching methods lead students to have a positive attitude towards
learning math and also impact their perspective on it.

The teachers became more cognizant of the importance of learning mathematics

in life through creating math problems about different life situations and accompanying
students to the market so they can practice the selling and buying process in real life
situations. The LTD program also helped the teachers to utilize the web quest and games
and play in teaching mathematics. However, in order to advance the teaching of
mathematics in Palestinian schools, it is recommended that mathematics teachers
receive extensive training in the various student-centered learning methods.

Article 2
MATHEMATICS TEACHERS’ READINESS TO INTEGRATE ICT IN THE CLASSROOM
NIMER BAYA’A AND WAJEEH DAHER
AL-QASEMI ACADEMIC COLLEGE OF EDUCATION, BAQA, ISRAEL.
DEPARTMENT OF EDUCATIONAL SCIENCE, AN-NAJAH UNIVERSITY, NABLUS, PALESTINE.
International Journal of Emerging Technologies in Learning. Volume 8, Issue 1, March 2013.
page 46-52.
Summary :
This journal was based on a research written by Al-Qasemi Academic College of Education
student, Nimer Baya’a, and, an office staff of Department of Educational Science, An-Najah
University, Wajeeh Daher. The research was intended to show and find the Middle East Asia
Teachers’s readiness to integrate mathematics with Information and Communication
Technologies (ICT). The research was implied by using a questionnaire that indicated various
emotions through the willingness of using ICT in mathematics. This questionnaire was
administered to 475 Arab teachers in elementary and middle schools in the North, Center and
Haifa regions in Israel. The research findings show that more than seventy percent of the
participating teachers have positive perceptions of their competence in technology and
technology integration in their teaching. Further, they have positive attitudes towards the
integration of ICT in teaching and learning and of their self-esteem in the presence of technology,
in addition to positive emotions towards this integration. Thus the findings indicate that the
teachers are ready for the integration of technology in their teaching, and this readiness is
represented not only by the participating teachers’ perceptions of and attitudes towards the
integration of technology in teaching and learning but also in their intention to do so.

Article 3
STUDENT-CENTRED LEARNING IN MATHEMATICS – CONSTRUCTIVISM IN THE CLASSROOM
SHARIFAH FAUZIAH HANIM SYED ZAIN
FARAH ELIZA MOHD RASIDI
ISMIN IZWANI ZAINOL ABIDIN
CYBERJAYA UNIVERSITY, COLLEGE OF MEDICAL SCIENCES, MALAYSIA.
Journal of International Education Research – Fourth Quarter 2012. Volume 8, Number 4. Page
319-328.
Summary :
Various techniques have been introduced among educators to relate concepts to the
application, from inductive learning, discovery learning, and student-centred learning (SCL).
Mathematics has always been taught the traditional way – a teacher is the main person to teach
through lectures and activities, with students mostly in the passive receiver mode (O’Neill & Mc
Mahon, 2005). Students in Malaysia are very exam-oriented and adamant to the end grade, the
score they must achieve to secure a good Grade Point Average through memorising and
regurgitating facts. Those who dislike mathematics have to undergo remedial sessions and repeat
the course, yet still only manage a low passing grade. This study explored the effects of the
student-centred learning (SCL) approach in Mathematics on learning skills among pre-university
students and teachers; and their perceptions of the SCL technique in the course. Through a
quantitative approach and interviews with the selected samples, the data was analysed and
discussed against the Constructivist theory as the theoretical framework. Results revealed that
the learning skills were demonstrated in SCL through students’ heightened interaction and
cooperation, in and outside of the classroom, better planning of the lesson and their learning,
with some elements of analytic skills being portrayed. These students are less passive receivers
of knowledge; more responsive, and able to relate to their experiences. The study also
highlighted the gap which existed between what students expected in their learning and what
teachers have taught; in terms of curriculum design as well as assessment.

Article 4
PEMANFAATAN ICT DALAM LITERASI MATEMATIKA
ANITA SULISTYAWATI, WARDONO, KARTONO
FMIPA, UNIVERSITAS NEGERI SEMARANG, KOTA SEMARANG
ANITASULISTYAWATI10@GMAIL.COM
Prosiding Seminar Nasional Matematika. 2018. page 853-859.
Summary :

Motivasi siswa akan literasi matematika dirasa masih kurang dan rendahnya kemampuan
literasi matematika siswa Indonesia dapat disebabkan oleh beberapa faktor, antara lain
kurangnya pemahaman siswa akan materi yang digunakan dalam permasalahan literasi
matematika dan kurangnya pengalaman siswa dalam menyelesaikan permasalahan yang
mengharuskan siswa melakukan analisis serta penalaran mendalam.

Literasi matematika merupakan kapasitas siswa untuk memformulasikan, mengunakan,

dan menafsirkan matematika dalam berbagai konteks. emformulasikan, mengunakan, dan
menafsirkan matematika dalam berbagai konteks. Hal ini meliputi penalaran matematik dan
pengunaan konsep, prosedur, fakta dan alat matematika untuk mendeskripsikan, menjelaskan,
dan memprediksi fenomena. Hal ini menuntun individu untuk mengenali peranan matematika
dalam kehidupan dan membuat penilaian yang baik dan pengambilan keputusan yang
dibutuhkan oleh penduduk yang konstruktif, dan reflektif.

Literasi matematika berbasis ICT dapat dikembangkan seiring dengan kemajuan teknologi
saat ini dengan menyesuaikan kondisi sekolah atau siswa setempat. Misalnya penggunaan literasi
matematika berbasis android untuk sekolah di daerah perkotaan, dimana siswa juga sudah tidak
asing lagi dengan media ini bahkan hampir seluruh siswa memilikinya. Suatu media pembelajaran
akan efektif, dan efisien tergantung bagaimana seorang guru dapat membuat/mendesain,
menggunakan, mendemontrasikan ke siswa dan mengkombinasikan dengan model atau strategi
pembelajaran yang sekiranya cocok dengan media dan materi tersebut, sehingga siswa merasa
tertarik, tidak jenuh dan nyaman saat proses pembelajaran berlangsung.

Kendala yang dialami saat ini di Indonesia adalah minimnya tenaga guru matematika yang
kompenten dalam bidang ICT. Mereka cenderung menggunakan metode ceramah, kalau pun
menggunakan media mereka lebih suka menggunakan alat peraga yang dapat dibuat secara
manual, contohnya saja bangun ruang. Padahal tidak semua materi bisa disajikan dengan alat
peraga, contohnya aljabar, himpunan, perbandingan dan sebagainya yang tidak bisa dihadirkan
alat peraga secara riil. Pemanfaatan ICT dalam literasi matematika sangatlah penting, sesuai
dengan tujuan literasi matematika disini yaitu membantu siswa dalam menganalisa, memberikan
alasan, dan menyampaikan ide secara efektif, merumuskan, memecahkan, dan menginterpretasi
masalah-masalah dalam kehidupan sehari-hari.