Mathematics problem-solving: An analysis of teachers response to Ill-structured problem Adri Nofrianto, Novyta, Elfa Rafulta Aip Conference Proceedings, 2024 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Adri Nofrianto, Novyta, Elfa Rafulta; Mathematics problem-solving: An analysis of teachers response to Ill-structured problem. AIP Conf. Proc. 10 April 2024; 3024 (1): 050014. https://doi.org/10.1063/5.0206752 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search
Teacher's Problem and Scientific Learning Approach: An Investigation on Teacher's Problem-Posing Ability Adri Nofrianto, Jumrawarsi Journal of Physics Conference Series, 2019 We investigated teacher's ability to propose a problem and to use the problem as the core activity in the implementation of the scientific learning approach. The study is associated with a qualitative research design with documents analysis as the main source of the data. The documents were collected from 10 teachers which have implemented the scientific learning approach for at least two years of practices. Based on data analysis, the study uncovered three major issues related to problems and the implementation of scientific learning approach. the issues are teacher various ways in resenting the problem, teacher inability to used type of problem other the problem to find, and the problem failure to facilitated the scientific learning stages to be implemented. As a result, the finding suggested conducting further research in assessing teacher knowledge about the problem, developing teacher ability in proposing the problem, and finding the character of the problem that can be utilized as the core activity in the implementation of the scientific learning approach of 2013.
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