Measuring Usable Knowledge: Teacher’s Analyses of Mathematics for Teaching Quality and Student Learning
The learning process that does not work effectively results in the achievement of mathematics learning outcomes of students only below the minimum completeness criteria (KKM). The results achieved are relatively low. The average score obtained by class IX.A students in mathematics is 60 while the KKM value is set by school 75. Increasing teacher competency in basic education and secondary education is a positive step taken by the government to improve the quality of our education. This is based on the conception of the teacher is one component that plays an important role in the learning process, and directly affects the improvement of the quality of learning of students, with increasing teacher competency also very influential in the process of delivering material in learning and developing ways to address the material taught. The low level of mathematics learning outcomes of students is caused by various factors including students are less active in the learning process both cognitively and psychomotorically. Students also expect too much help from the teacher without their own previous efforts. The teacher should create a learning condition so that students are more active and act as the main actors (student centers) in the learning process. And students are expected to be human beings who are free, brave, not bound by the opinions of others and manage their own personal responsibility without reducing the rights of others or violating applicable rules, norms, disciplines or ethics.
Aritonang, K. T. (2008). Minat dan motivasi dalam meningkatkan hasil belajar siswa. Jurnal pendidikan penabur, 7(10), 11-21.
Badolo, M. 2011. Pedoman dan Teknik Penulisan Skripsi. Parepare: UMPAR.
Baharuddin, B., & Wahyuni, E. N. (2008). Teori belajar dan pembelajaran.
Buhaerah. 2009. Pengembangan Perangkat Pembelajaran Berdasarkan Masalah pada Materi Statistik kelas IX SMP. Thesis: UNM.
Dahar, R. W. (2011). Teori-teori belajar dan pembelajaran. Jakarta: Erlangga, 136, 141.
Cultura, L. (2017). Increasing Students’reading Comprehension Through Cognitive Strategies Of Senior High School Of Sidenreng Rappang Regency. Lingua, 11(2), 103-107.
Elihami, E., & Saharuddin, A. (2017). Peran Teknologi Pembelajaran Islam Dalam Organisasi Belajar. Edumaspul-Jurnal Pendidikan, 1(1), 1-8.
Gazali, R. Y. (2016). Pengembangan bahan ajar matematika untuk siswa SMP berdasarkan teori belajar ausubel. Pythagoras: Jurnal Pendidikan Matematika, 11(2), 182-192.
Gulo, W. (2008). Strategi Belajar Mengajar (Cover Baru). Grasindo.
Nahar, N. I. (2016). Penerapan teori belajar behavioristik dalam proses pembelajaran. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 1(1).
Sjukur, S. B. (2012). Pengaruh blended learning terhadap motivasi belajar dan hasil belajar siswa di tingkat SMK. Jurnal pendidikan vokasi, 2(3).
Suryadi, D. (2010). Menciptakan proses belajar aktif: Kajian dari sudut pandang teori belajar dan teori didaktik. Bandung: Tidak diterbitkan.
Rusuli, I. (2014). Refleksi teori belajar behavioristik dalam perspektif Islam. Jurnal Pencerahan, 8(1).
Winataputra, U. S., Delfi, R., Pannen, P., & Mustafa, D. (2014). Teori belajar dan pembelajaran
Copyright (c) 2019 Rustiani Rustiani, Suarti Djafar, Rusnim Rusnim, Nadar Nadar, Arwan Arwan, Elihami Elihami
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the publisher right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.