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Diagnosing Students' Learning Difficulties in the Eyes of Indonesian Mathematics Teachers

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Title: Diagnosing Students' Learning Difficulties in the Eyes of Indonesian Mathematics Teachers
Language: English
Authors: Wijaya, Ariyadi, Retnawati, Heri, Setyaningrum, Wahyu, Aoyama, Kazuhiro, Sugiman
Source: Journal on Mathematics Education. Sep 2019 10(3):357-364.
Availability: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Learning Problems, Mathematics Teachers, Junior High Schools, Teacher Attitudes, Disability Identification, Cognitive Processes, Mathematics Instruction, Evaluation Methods, Mathematics Achievement, Mathematics Skills, Teacher Competencies
Geographic Terms: Indonesia
ISSN: 2087-8885
Abstract: Teachers' diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers' perception and practices regarding diagnosing students' learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students' learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students' difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students' thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students' difficulties, analyzing students' responses to tests was the majority. In this respect, observing students' learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students' learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students' thinking process difficulties when learning mathematics.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1229908
Database: ERIC
FullText Text:
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  Data: Diagnosing Students' Learning Difficulties in the Eyes of Indonesian Mathematics Teachers
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  Data: <searchLink fieldCode="AR" term="%22Wijaya%2C+Ariyadi%22">Wijaya, Ariyadi</searchLink><br /><searchLink fieldCode="AR" term="%22Retnawati%2C+Heri%22">Retnawati, Heri</searchLink><br /><searchLink fieldCode="AR" term="%22Setyaningrum%2C+Wahyu%22">Setyaningrum, Wahyu</searchLink><br /><searchLink fieldCode="AR" term="%22Aoyama%2C+Kazuhiro%22">Aoyama, Kazuhiro</searchLink><br /><searchLink fieldCode="AR" term="%22Sugiman%22">Sugiman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. Sep 2019 10(3):357-364.
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  Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
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  Data: Y
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  Data: 8
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2087-8885
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  Label: Abstract
  Group: Ab
  Data: Teachers' diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers' perception and practices regarding diagnosing students' learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students' learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students' difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students' thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students' difficulties, analyzing students' responses to tests was the majority. In this respect, observing students' learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students' learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students' thinking process difficulties when learning mathematics.
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  Data: EJ1229908
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 357
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Diagnosing Students' Learning Difficulties in the Eyes of Indonesian Mathematics Teachers
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            NameFull: Wijaya, Ariyadi
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            NameFull: Retnawati, Heri
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            NameFull: Setyaningrum, Wahyu
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            NameFull: Aoyama, Kazuhiro
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            NameFull: Sugiman
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              M: 09
              Type: published
              Y: 2019
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              Value: 2087-8885
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              Value: 10
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              Value: 3
          Titles:
            – TitleFull: Journal on Mathematics Education
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