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

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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[2] Fathani, A. H. (2012). Matematika Hakikat dan Logika. Jogyakarta: Ar-Ruzz Media.
[3] Hendriana, H., & Soemarmo, U. (2017). Penilaian Pembelajaran Matematika. Bandung: Refika Aditama.
[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.
[7] Kusuma, D., Triatna, C., & Permana, J. (2012). Pendidikan Karakter Kajian Teoridan Praktik di Sekolah. Bandung: PT Remaja Rosdakarya.
[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.
[13] Lancaster, D. L. (2006). Values in mathematics. Retrieved< November, 29, 2010.
[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.
[15] Bishop, A. J. (1988). Mathematics education in its cultural context. Educational studies in mathematics, 19 (2), 179-191.
[16] Moleong, L. J. (2014). Metodelogi penelitian Kualitatif Edisi Revisi. Bandung: Remaja Rosdakarya.
[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.
[21] Bishop, A. J. (1999). Mathematics teaching and values education-An intersection in need of research. ZDM, 31 (1), 1-4.
[22] Seah, W. T., & Bishop, A. J. (2000). Values in mathematics textbooks: A view through two Australasian regions. in Classroom Inventory: Development and Initial Validation. Malaysian Online Journal of Educational Sciences, 5 (2), 82-90.
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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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    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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    T1  - Values of Matematics: How Implementation of Values of Mathematics in School
    AU  - Uncok Manigor Jokkas Siahaan
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    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
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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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  • School of Athalia, Tangerang Selatan, Indonesia

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