Building Students’ Hard and Soft Skills through Innovative Teaching Approaches to Mathematics

Euis Eti Rohaeti

Abstract

The goals of this case study were to (1) analyze the role of innovative mathematics teaching approaches among middle and high school students regarding their hard and soft mathematical skills; (2) to examine students’ perceptions about the mathematical teaching approaches, used by their teachers during class sessions, (3) to analyze aspects of innovation in them. The descriptive case study approach was used to analyze the role of innovative teaching approaches in helping students to develop various mathematical hard and soft skills. A qualitative meta-analysis methodology was applied to ten student theses about mathematics teaching within the Department of Mathematics in the School of Postgraduate studies of IKIP Siliwangi in Cimahi. This paper presents the results based on ten graduate students’ theses research studies, selected purposively from 68 student theses. The selection of articles aimed to include a variety of theses discussing mathematics skills teaching and learning approaches. The results show that, in general, students who were trained with innovative teaching approaches attained higher grades than students taught by conventional teaching methods. It has been established that students’ grades on mathematical hard skills varied after intervention. On the contrary, regarding students mathematical soft skills, some theses reported no difference between students taught using both approaches, while some reported greater differences. Finally, students had good opinions regarding the innovative teaching-learning approaches, used by their teachers.

 

 

Keywords: Mathematical hard and soft skills, innovative teaching approaches, student’s opinion on innovative teaching approaches

 

 

DOI：https://doi.org/10.35741/issn.0258-2724.54.5.48


Full Text:

PDF


References


BISHARA, S. (2016) Creativity in unique problem-solving in mathematics and its influence on motivation for learning. Cogent Education, 3: 1202604, pp. 1-14. http://dx.doi.org/10.1080/2331186X.2016.1202604.

MOSER, E.H., KINNEY, L., and PURDY, C. (1948) Aims and Purposes in the Teaching of Mathematics. Review of Educational Research, 18(4), The Natural Sciences and Mathematics (Oct. 1948), pp. 315-322.

Kurikulum. (2013). Peraturan Menteri Pendidikan Nasional No. 81a Tahun 2013 tanggal 27 Juni 2013 tentang Implementasi Kurikulum Standar Isi.

JAWORSKI, B., MALI, A. and PETROPOULOU, G. (2015) Approaches to teaching mathematics and their relation to students' mathematical meaning making. Presented at the 39th Meeting of the Psychology of Mathematics Education (PME39), 13th-18thJuly 2015, Hobart, Australia.

Cox, F. (2018) Hard and soft skills for career preparation. Available from https://www.canr.msu.edu/news/hard_and_soft_skills_for_career_preparation.

PUTNAM, R.T., HEATON, R.M., PRAWAT, R.S. and REMILLARD, J. (1992) Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. Elementary School Journal, 93,pp. 213–228.

HENDRIANA, H. (2017). Teachers’ hard and soft skills in innovative teaching of mathematics. World Transactions on Engineering and Technology Education (WIETE), 15(2), pp. 145-150.

NATHAN, M.J., and KOEDINGER, K.R. (2000) An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction,18, pp. 209–237.

IULIANA, M. (2011). How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills. Acta Didactica Napocensia, 4(2-3), pp. 9-14.

GANDHI, H., and VARMA,M. (2009) Strategic Content Learning Approach to Promote self-Regulated Learning in Mathematics, Proceedings of epiSTEME 3, pp. 119-124.

National Research Council. (1991) Mathematical Sciences, Technology, and Economic Competitiveness. Washington, DC: The National Academies Press. https://doi.org/10.17226/1786.

RUHIYAT, A. (2017) Meningkatkan Kemampuan Komunikasi, Berpikir Kreatif dan Disposisi Matematik Siswa SMP dengan Menggunakan Pendekatan Kontekstual. Theses at School of Postgraduate Studies of STKIP Siliwangi, Bandung.

SUMARMO, U., HIDAYAT, W., ZULKARNAEN, R., HAMIDAH, SARININGSIH, R. (2012) Kemampuan dan disposisi berpikir logis, kritis, dan kreatif matematis: Eksperimen terhadap Siswa SMA menggunakan Pembelajaran Berbasis Masalah dan strategi Think-Talk-Write. Makalah dimuat dalam Jurnal Pengajaran MIPA, 17(1), pp. 17-33.

SUHARYATI. (2017)Meningkatkan Kemampuan Komunikasi dan Penalaran Matematik serta Kemandirian Belajar Siswa SMP melalui Pendekatan Model Eliciting Activities. Unpublished Thesis at Post Graduate Study STKIP Siliwangi. Bandung.

SUMARNI,C. (2017) Meningkatkan Kemampuan Pemahaman, Penalaran, dan Kemandirian Belajar Siswa SMP melalui Pembelajaran Generatif. Thesis at Postgraduate Study of STKIP Siliwangi.

SUMARNI, C., and SUMARMO,U. (2017)Penalaran Matematik dan Kemandirian Belajar:Eksperimen terhadap Siswa SMP melalui Pembelajaran Generatif. Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran, 3(1), pp. 290-299.

MCCONNELL, C. (2002) Community Learning and Development the Making of an Empowering Profession, Revised Third Edition, Scotland.

EVANS, L. (2002) What is Teacher Development? Available from http://leeds.academia.edu/LEvans/Papers/120585/ on 1st April, 2012.

FILIPATALI, T. (2013) Learning Theories: Their Influence on Teaching Methods, Seminar Paper. Available from https://www.grin.com/document/293498.

KRISMAYANTI, R. (2017) Meningkatkan Kemampuan Komunikasi dan Berpikir Kreatif Matematik serta Self Efficacy Siswa SMP melalui Pembelajaran Berbasis Masalah. Unpublished Thesis at Post Graduate Study of STKIP Siliwangi. Bandung.

CARLI. (2017) Meningkatkan Kemampuan Berpikir Reflektif dan Berpikir Kreatif Serta Resiliensi Matematik Siswa SMA dengan Menggunakan Pendekatan Problem-Posing. Unpublished Thesis at School of Postgraduate Studies of STKIP Siliwangi. Bandung.

ERISKA, K. (2017) Meningkatkan Kemampuan Komunikasi dan Penalaran Serta Disposisi Matematik Siswa Madrasah Alyah dengan Menggunakan Pendekatan Induktif-Deduktif. Unpublished Thesis at Postgraduate STKIP Siliwangi. Bandung.

JOHANTO T. (2017) Meningkatkan Kemampuan Komunikasi dan Pemecahan Masalah Matematik serta Kepercayaan Diri Siswa SMA melaluiPendekatan Problem Based Learning. Unpublished Thesis at Postgraduate STKIP Siliwangi. Bandung.

KOSWARA, D. (2017) Meningkatkan Kemampuan Berpikir Kritis dan Kreatif serta Resiliensi Matematik Siswa SMP melalui Pendekatan Saintifik. Unpublished Thesis at School of Postgraduate Studies of STKIP Siliwangi. Bandung.

MULYANI, E. (2017) Meningkatkan Kemampuan Komunikasi dan berpikir Kreatif Matematik serta Self Confidence Siswa SMK melalui Pembelajaran Saintifik. Unpublished Thesis at Post Graduate Study of STKIP Siliwangi. Bandung.

PATTERSON, R. (2019) Hard Skills Vs. Soft Skills: Why You Need Both to Succeed. Available from https://collegeinfogeek.com/hard-vs-soft-skills/.

NCTM. (2000). Principles and Standards for School Mathematics.United States: National Council of Teachers of Mathematics.

ROHANA. (2015). The enhancement of student’s teacher mathematical reasoning ability through reflective learning. Journal of Education and Practice, 6(20), pp 108-114. Available from https://eric.ed.gov/?id=EJ1079064.

AMINAH, M., KUSUMAH, Y.S., SURYADI, D., and SUMARMO, U. (2018) The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), pp. 45-62. https://doi.org/10.12973/iji.2018.1134a.

AMINAH, M. (2016) Mengembangkan Kemampuan Berpikir Logis, Komunikasi dan Kemandirian Belajar Matematis Siswa SMA Melalui PembelajaranMetakognitif. Unpublished Dissertation at School of Postgraduate Studies of Indonesia University of Education. Part of the dissertation was submitted for publication in the International Journal of Instruction (in press).

KURNIAWATI, L., KUSUMAH, S.Y., SUMARMO, U. and SABANDAR, J. (2014) Enhancing Students’ mathematical intuitive-reflective thinking ability through problem based learning with hypnoteaching method. Journal of Education and Practice, 6(36), pp. 130-135. Available from https://www.iiste.org/Journals/index.php/JEP/article/view/17480.

ISMAIMUZA, D. (2010). Kemampuan Berpikir Kritis dan Kreatif Matematik SiswaSMP Melalui Pembelajaran Berbasis Masalah dengan Strategi KonflikKognitif. Unpublished Dissertation at School of Postgraduate Studies of Indonesia University Education: Bandung.

MAYA, R. and SUMARMO, U. (2011) Mathematical understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach. Journal on Mathematics Education, 2(2), pp. 231-250.

QOHAR, A. and SUMARMO, U. (2014) Improving mathematical communication ability and self-regulated learning of junior high students by using reciprocal teaching. Journal on Mathematics Education, 4(01), pp. 59-74.

SINURATI, R. (2014)Meningkatkan Kemampuan Berpikir Kritis dan Kreatif serta Disposisi Matematik Siswa SMA melalui Pembelajaran Kontekstual. Unpublished Thesis at School of Postgraduate Studies of STKIP Siliwangi. Bandung.

HOWE, R.E. (2018) Let’s teach students why math matters in the real world. Available from http://theconversation.com/lets-teach-students-why-math-matters-in-the-real-world-102316.

MUIN, A. (2016). Meningkatkan Kemampuan dan Disposisi Berpikir Reflektif Matematis Mahasiswa dengan Pendekatan Metakognitif. Unpublished Dissertation at School of Postgraduate Studies of Indonesia University of Education. Bandung.

PUJIASTUTI, H., KUSUMAH, Y. S., SUMARMO, U., and DAHLAN, J. A. (2014) Inquiry co-operation model for enhancing junior high school students' mathematical problem solving ability. International Journal of Contemporary Educational Research, 1(1), pp. 51-60.

WARDANI, S., SUMARMO, U., and NISHITANI,I. (2011). Mathematical creativity and disposition: Experiment with grade-10 students using Silver Inquiry Approach. Journal of Science and Mathematics Teaching, 59, pp. 1-16.

SETIAWATI, E. (2014) Mengembangkan kemampuan berpikir logis, kreatif, dan disposisi matematis, melalui Pembelajaran Berbasis Masalah. Unpublished Dissertation at School of Postgraduate Studies of Indonesia University of Education.


Refbacks

  • There are currently no refbacks.