Values of Matematics: How Implementation of Values of Mathematics in School

Uncok Manigor Jokkas Siahaan

doi:doi:10.11648/j.ajeit.20200401.11

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Values of Matematics: How Implementation of Values of Mathematics in School

Uncok Manigor Jokkas Siahaan

Published in American Journal of Education and Information Technology (Volume 4, Issue 1)

Received: 19 November 2019 Accepted: 30 December 2019 Published: 10 January 2020

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Abstract

This study aim is to learn how to apply mathematical values to mathematics learning. This study uses descriptive qualitative methods and objects that discuss one of the mathematics teachers who teach at one of the junior high schools in Bandung. In general, the problem of education in Indonesia is mathematical values that are difficult to understand, mathematics learning and character education are taught separately in the world of education. As character education was obtained from religious education and PKN (Citizenship Education), therefore, the development of student character was the responsibility of religious teachers and PKN teachers. This is contrary to the nature of mathematics. The results showed that, of the ten values highlighted in this study, only some were applied by the teacher. As rationalism that is not applied is the accent on mathematical proof, indicator of openness the teacher does not civilize the giving of opinions on student answers, not allowed to develop creative ideas such as making posters and uploading on social media. And the persisting indicator, learning does not emphasize problem-solving in a different way. The teacher focuses on the student's weaknesses and the teacher’s mastery of the core of values of mathematics has not been deep.

Published in	American Journal of Education and Information Technology (Volume 4, Issue 1)
DOI	10.11648/j.ajeit.20200401.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Values, Values of Mathematics, Education of Mathematics

References

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[4]	Soedjadi, R. (2000). Kiat pendidikan matematika di Indonesia. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.
[5]	Sembiring, R. K., Hadi, S., &Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM, 40 (6), 927-939.
[6]	Nik Azis Pa. (2014). Penghasilan disertasi berkualiti dalam pendidikan matematik. Penerbit Universiti Malaya.
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[8]	Bilda, W. (2016). Pendidikan Karakter Terencana melalui Pembelajaran Matematika. ALPHAMATH, 2 (1).
[9]	Wahyudin, (2013). Hakikat, Sejarah, dan Filsafat Matematika. Bandung: Penerbit Mandiri.
[10]	Tapsir, R., Azis, N., & Pa, N. (2017). The Mathematics Values in Classroom Inventory: Development and Initial Validation. Malaysian Online Journal of Educational Sciences, 5 (2), 82-90.
[11]	Mahmudi, A. (2011). Mengembangkan Karakter Siswa Melalui Pembelajaran Matematika. In Prosiding Seminar Nasional Penelitian, Pendidikandan Penerapan Matematika dan Ilmu IPA. Jurusan Pendidikan Matematika Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta.
[12]	Bishop, A. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Netherlands: Kluwer Academic Publishers.
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[14]	Siahaan, U. M. J. (2019, February). Teacher’s perspective on values of mathematics. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042105). IOP Publishing.
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[17]	Bishop, A. J. (2008). Teachers’ mathematical values for developing mathematical thinking in classrooms: Theory, research and policy. The Mathematics Educator, 11 (1/2), 79-88.
[18]	Bishop, A. (1991). Mathematical enculturation: A cultural perspective on mathematics education (Vol. 6). Springer Science & Business Media.
[19]	Seah, W. T., & Bishop, A. J. (2002). Values, mathematics and society: Making the connections. Valuing mathematics in society, 105-113.
[20]	Bishop, A. J., Clarkson, P., Fitz Simons, G., & Seah, W. T. (2000). Why study values in mathematics teaching: Contextualising the VAMP project. Retrieved January, 24, 2004.
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Uncok Manigor Jokkas Siahaan. (2020). Values of Matematics: How Implementation of Values of Mathematics in School. American Journal of Education and Information Technology, 4(1), 1-7. https://doi.org/10.11648/j.ajeit.20200401.11

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ACS Style

Uncok Manigor Jokkas Siahaan. Values of Matematics: How Implementation of Values of Mathematics in School. Am. J. Educ. Inf. Technol. 2020, 4(1), 1-7. doi: 10.11648/j.ajeit.20200401.11

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AMA Style

Uncok Manigor Jokkas Siahaan. Values of Matematics: How Implementation of Values of Mathematics in School. Am J Educ Inf Technol. 2020;4(1):1-7. doi: 10.11648/j.ajeit.20200401.11

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@article{10.11648/j.ajeit.20200401.11,
  author = {Uncok Manigor Jokkas Siahaan},
  title = {Values of Matematics: How Implementation of Values of Mathematics in School},
  journal = {American Journal of Education and Information Technology},
  volume = {4},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ajeit.20200401.11},
  url = {https://doi.org/10.11648/j.ajeit.20200401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20200401.11},
  abstract = {This study aim is to learn how to apply mathematical values to mathematics learning. This study uses descriptive qualitative methods and objects that discuss one of the mathematics teachers who teach at one of the junior high schools in Bandung. In general, the problem of education in Indonesia is mathematical values that are difficult to understand, mathematics learning and character education are taught separately in the world of education. As character education was obtained from religious education and PKN (Citizenship Education), therefore, the development of student character was the responsibility of religious teachers and PKN teachers. This is contrary to the nature of mathematics. The results showed that, of the ten values highlighted in this study, only some were applied by the teacher. As rationalism that is not applied is the accent on mathematical proof, indicator of openness the teacher does not civilize the giving of opinions on student answers, not allowed to develop creative ideas such as making posters and uploading on social media. And the persisting indicator, learning does not emphasize problem-solving in a different way. The teacher focuses on the student's weaknesses and the teacher’s mastery of the core of values of mathematics has not been deep.},
 year = {2020}
}

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TY  - JOUR
T1  - Values of Matematics: How Implementation of Values of Mathematics in School
AU  - Uncok Manigor Jokkas Siahaan
Y1  - 2020/01/10
PY  - 2020
N1  - https://doi.org/10.11648/j.ajeit.20200401.11
DO  - 10.11648/j.ajeit.20200401.11
T2  - American Journal of Education and Information Technology
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JO  - American Journal of Education and Information Technology
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PB  - Science Publishing Group
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AB  - This study aim is to learn how to apply mathematical values to mathematics learning. This study uses descriptive qualitative methods and objects that discuss one of the mathematics teachers who teach at one of the junior high schools in Bandung. In general, the problem of education in Indonesia is mathematical values that are difficult to understand, mathematics learning and character education are taught separately in the world of education. As character education was obtained from religious education and PKN (Citizenship Education), therefore, the development of student character was the responsibility of religious teachers and PKN teachers. This is contrary to the nature of mathematics. The results showed that, of the ten values highlighted in this study, only some were applied by the teacher. As rationalism that is not applied is the accent on mathematical proof, indicator of openness the teacher does not civilize the giving of opinions on student answers, not allowed to develop creative ideas such as making posters and uploading on social media. And the persisting indicator, learning does not emphasize problem-solving in a different way. The teacher focuses on the student's weaknesses and the teacher’s mastery of the core of values of mathematics has not been deep.
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Author Information

Uncok Manigor Jokkas Siahaan

School of Athalia, Tangerang Selatan, Indonesia

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APA Style

Uncok Manigor Jokkas Siahaan. (2020). Values of Matematics: How Implementation of Values of Mathematics in School. American Journal of Education and Information Technology, 4(1), 1-7. https://doi.org/10.11648/j.ajeit.20200401.11

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ACS Style

Uncok Manigor Jokkas Siahaan. Values of Matematics: How Implementation of Values of Mathematics in School. Am. J. Educ. Inf. Technol. 2020, 4(1), 1-7. doi: 10.11648/j.ajeit.20200401.11

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AMA Style

Uncok Manigor Jokkas Siahaan. Values of Matematics: How Implementation of Values of Mathematics in School. Am J Educ Inf Technol. 2020;4(1):1-7. doi: 10.11648/j.ajeit.20200401.11

Copy | Download

@article{10.11648/j.ajeit.20200401.11,
  author = {Uncok Manigor Jokkas Siahaan},
  title = {Values of Matematics: How Implementation of Values of Mathematics in School},
  journal = {American Journal of Education and Information Technology},
  volume = {4},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ajeit.20200401.11},
  url = {https://doi.org/10.11648/j.ajeit.20200401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20200401.11},
  abstract = {This study aim is to learn how to apply mathematical values to mathematics learning. This study uses descriptive qualitative methods and objects that discuss one of the mathematics teachers who teach at one of the junior high schools in Bandung. In general, the problem of education in Indonesia is mathematical values that are difficult to understand, mathematics learning and character education are taught separately in the world of education. As character education was obtained from religious education and PKN (Citizenship Education), therefore, the development of student character was the responsibility of religious teachers and PKN teachers. This is contrary to the nature of mathematics. The results showed that, of the ten values highlighted in this study, only some were applied by the teacher. As rationalism that is not applied is the accent on mathematical proof, indicator of openness the teacher does not civilize the giving of opinions on student answers, not allowed to develop creative ideas such as making posters and uploading on social media. And the persisting indicator, learning does not emphasize problem-solving in a different way. The teacher focuses on the student's weaknesses and the teacher’s mastery of the core of values of mathematics has not been deep.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Values of Matematics: How Implementation of Values of Mathematics in School
AU  - Uncok Manigor Jokkas Siahaan
Y1  - 2020/01/10
PY  - 2020
N1  - https://doi.org/10.11648/j.ajeit.20200401.11
DO  - 10.11648/j.ajeit.20200401.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20200401.11
AB  - This study aim is to learn how to apply mathematical values to mathematics learning. This study uses descriptive qualitative methods and objects that discuss one of the mathematics teachers who teach at one of the junior high schools in Bandung. In general, the problem of education in Indonesia is mathematical values that are difficult to understand, mathematics learning and character education are taught separately in the world of education. As character education was obtained from religious education and PKN (Citizenship Education), therefore, the development of student character was the responsibility of religious teachers and PKN teachers. This is contrary to the nature of mathematics. The results showed that, of the ten values highlighted in this study, only some were applied by the teacher. As rationalism that is not applied is the accent on mathematical proof, indicator of openness the teacher does not civilize the giving of opinions on student answers, not allowed to develop creative ideas such as making posters and uploading on social media. And the persisting indicator, learning does not emphasize problem-solving in a different way. The teacher focuses on the student's weaknesses and the teacher’s mastery of the core of values of mathematics has not been deep.
VL  - 4
IS  - 1
ER  -

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