Mathematics Teachers' Perceptions Towards Geometry Teaching Methods in Relation to Technological Transformations
DOI:
https://doi.org/10.31980/mosharafa.v13i2.1661Keywords:
Geometry Concept, Learning Method, Perception, Technology Transformation, Cara Pembelajaran, Konsep Geometri, Persepsi, Transformasi TeknologiAbstract
Penelitian ini bertujuan untuk mendeskripsikan persepsi guru matematika terhadap konsep geometri serta pembelajarannya dengan transformasi teknologi pada SMP Kalimantan Barat. Tantangan integrasi teknologi dalam pengajaran geometri masih sering dihadapi guru, terutama dalam konteks pengajaran yang membutuhkan visualisasi dan pemahaman spasial yang mendalam. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data dilakukan dengan membagikan tes melalui pada 127 guru, sementara analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan persepsi guru matematika terhadap konsep geometri dikaitkan dengan transformasi teknologi pada jenjang SMP Kalimantan Barat. Terdapat kecenderungan bahwa konsep geometri diajarkan cukup dengan keterampilan guru apa adanya, tidak begitu melibatkan IT, dengan persepsi bahwa IT lebih memerlukan waktu dan usaha yang gigih. Selain itu, terdapat kecenderungan melakukan pembelajaran alami, di mana pembelajaran dilakukan sebatas pemahaman siswa tanpa upaya untuk memastikan bahwa materi geometri sesuai dengan kebutuhan kontekstual. Dalam hal ini, IT tidak begitu diaplikasikan dalam pembelajaran.
This research aims to describe mathematics teachers' perceptions of geometry concepts and their learning with technological transformation in West Kalimantan junior high schools. The challenge of technology integration in teaching geometry is often faced by teachers, especially in contexts requiring visualization and deep spatial understanding. The research method used is qualitative with a descriptive approach. Data collection was done by distributing tests to 127 teachers, while data analysis was done qualitatively. The results showed teachers’ perceptions of geometry and technological transformation at the junior high school level in West Kalimantan. There is a tendency that geometry is taught with the teachers’ existing skills, without involving IT, due to the perception that IT requires more time and effort. Additionally, learning tends to focus on student understanding without ensuring the geometry material aligns with contextual needs, resulting in minimal application of IT in learning.
References
Aini, N., & Suryowati, E. (2022). Mengeksplor Penalaran Spasial Siswa dalam Menyelesaikan Soal Geometri Berdasarkan Gender. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 61-72.
Airasian, P., & Gay, L. R. (2022). Educational Research: Competencies for Analysis and Applications. Upper Saddle River, NJ: Prentice Hall.
Anwar, M. (2009). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.
Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.
Arwadi, F., & Sidjara, S. (2023). The Pedagogical Content Knowledge of Mathematics Pre-Service Teachers on Geometry Topic in Universitas Negeri Makassar. Mosharafa: Jurnal Pendidikan Matematika, 12(4), 759-770.
Ashlock, R. B. (2008). Error patterns in computation: Using error patterns to improve instruction. Columbus: Merrill. Baker, T., & Nelson, R. (2023). Innovation in Education. Cambridge: Cambridge University Press.
Chen, X., Li, M., & Zhao, Q. (2023). Effectiveness of Visual Media in Reducing Geometry Misconceptions: An Empirical Study. Journal of Mathematics Education Research, 35(2), 89–103.
Cross, T., & Nussbaum, M. (2021). Fostering Critical Thinking in Education Through Digital Media. Journal of Educational Technology, 14(2), 122–135.
Dewi, R. P., & Afriansyah, E. A. (2022). Pembelajaran Matematika Berbasis Aplikasi Google Classroom pada Materi Bangun Ruang Sisi Datar. Plusminus: Jurnal Pendidikan Matematika, 2(1), 39-52.
Glover, P., & Bradshaw, L. (2021). The importance of objectivity in educational data analysis. Journal of Research in Education, 45(3), 167–181.
Gusnanto. (2021). Persepsi Guru Matematika Terhadap Pembelajaran Daring. Jurnal Aksioma, 10(4), 2119-2128.
Hadari Nawawi. (2012). Penelitian Terapan. Yogyakarta: Gajah Mada University Press.
Hajizah, M. N., & Salsabila, E. (2024). Analisis Kesalahan Mahasiswa dalam Menyelesaikan Masalah Geometi Analitik Berdasarkan Newman’s Error Analysis. Plusminus: Jurnal Pendidikan Matematika, 4(1), 191-198.
Huang, T., Wu, L., & Zhu, S. (2023). Understanding Dimensional Misconceptions in Solid and Plane Geometry among Middle School Students. Mathematics Education Review, 28(2), 211–228.
Johnson, E., Lavoie, J., & Kim, T. (2021). Dimensional Explorations in Geometry: A Pathway to Correct Conceptual Misunderstandings. Contemporary Issues in Mathematics Education, 36(3), 93–108.
Johnson, K., Pritzker, K., & Smith, L. (2021). Developing Creative and Critical Thinking Skills in Educators. Journal of Teacher Education, 66(1), 53–67.
Kim, H. (2020). Generalization Misconceptions in Spatial Reasoning: Educational Implications. Journal of Educational Research in Mathematics, 15(4), 217–229.
Kurniawati, A., Wahyuni, S., & Dewi, A. R. (2021). Misconception Analysis on Volume and Surface Area of Space Figure Concept Among Elementary School Students. Journal of Physics: Conference Series, 1783(1), 012023.
Lee, S., & Park, S. (2022). Using Data for Decision-making in Education: A Critical Review. Journal of Educational Policy, 28(3), 108–121.
Li, Y., & Jones, A. (2020). Contextual Approaches in Geometry Education: Enhancing Understanding Through Real-World Applications. International Journal of STEM Education, 7(4), 145-160.
Marliani. (2010). Psikologi Pendidikan. Bandung: Alfabeta.
Miftah, T. (2014). Perilaku Organisasi: Konsep Dasar dan Aplikasinya. Jakarta: PT Raja Grafindo Persada.
Moedjiono, A. (2017). Strategi Pembelajaran. Jakarta: PT Rineka Cipta. Nazir, M. (2005). Metode Penelitian. Jakarta: Ghalia Indonesia.
Ningsih, Y. L., Fitriasari, P., Octaria, D., & Kesumawati, N. (2023). Assessing Students’ Higher Order Thinking Skills in Geometry: A Rasch Analysis. Plusminus: Jurnal Pendidikan Matematika, 3(3), 411-424.
Nugraha, D., Sukmawati, E., & Faisal, M. (2023). Misconceptions in Learning Geometry among Elementary Teachers. International Journal of Learning and Teaching, 16(3), 123–130.
Patel, R., & Singh, N. (2022). The Role of Depth in Teaching Three-dimensional Geometry Concepts to Adolescents. Mathematics and Science Education Journal, 14(1), 55–70.
Rahmawati, S., & Putra, R. (2020). Pentingnya Pemahaman Konsep Volume dalam Pendidikan Matematika. Jurnal Pendidikan Matematika, 15(2), 125-135.
Rizka, J., Padrul, J., & Marsiyam. (2021). Persepsi Guru Matematika terhadap Pembelajaran Daring. Jurnal Aksioma, 10(4), 2119-2128.
Rahmawati, S., & Fadillah, M. (2023). Improving geometric conceptual understanding through targeted learning. Mathematics Education Research, 12(1), 27–34.
Setyaningrum, W. (2016). Teachers’ Perception Towards ICT in Mathematics Class: A Case Study in Yogyakarta Secondary Schools. In Proceedings of the 3rd International Conference on Research, Implementation, and Education of Mathematics and Science (pp. 45-50). Yogyakarta: Universitas Negeri Yogyakarta.
Smith, L. (2021). Exploring Challenges in Teaching Abstract Geometric Concepts. Educational Studies in Mathematics, 46(1), 21–35.
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sukardi, D. K. (2004). Pengantar Pelaksanaan Program Bimbingan dan Konseling di Sekolah. Jakarta: PT Reneka Cipta.
Suyanto. (2005). Dasar-dasar Geometri. Jakarta: Penerbit Gramedia.
Susanto, A. (2013). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta: Prenadamedia.
Syahbana, M., Arista, Y., & Sutanto, T. (2022). Challenges in Understanding Three-dimensional Geometry. Educational Perspectives in Mathematics, 14(2), 98–110.
Taylor, R. (2022). Using Technology in Geometry Instruction to Prevent Misconceptions. Mathematics Teaching in the Middle School, 27(1), 32–44.
Tursinawati, D. (2017). Panduan Praktis Pengembangan Diri. Yogyakarta: PT Pustaka Terampil.
Uno, H. B. (2009). Profesi Kependidikan. Jakarta: Bumi Aksara.
Wang, L., Zhan, H., & Sun, X. (2023). Data integrity in educational research: Best practices for reliability and validity. Educational Measurement and Evaluation, 42(5), 404–417.
Yulia, P., & Nasution, E. Y. P. (2024). Geometry and Islamic Values: Validity of Teaching Materials Based on Modified Project-Based Learning Model. Mosharafa: Jurnal Pendidikan Matematika, 13(1), 113-124.
Zay, D. A., & Kurniasih, M. D. (2023). Exploring Math Anxiety Towards the Students’ Computer Self-Efficacy in Learning Mathematics. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 113-124.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
