Character Education Values in the Process of Mathematical Problem-Solving, Understanding, Connection and Communication: Students’ Perspectives
(1) Universitas Terbuka
(2) Institute Az Zuhra Pekanbaru
(3) University of Aberdeen
(*) Corresponding Author
Abstract
The purpose of this study is to describe students' perceptions of character values that are integrated into each activity of Mathematical Power, which consists of problem-solving, understanding, connecting, and communication. This qualitative research collected data with a survey of students about their perceptions and interviews with mathematics teachers. The sample of schools were selected based on the types of schools: faith-based school and non-faith-based school located in Yogyakarta city. From the four selected schools, 61 samples of grade XI students and 4 mathematics teachers in each school were involved in this study. After the data was collected, the survey data was analyzed descriptively, and the interview data was analyzed using data reduction, data collection, and conclusions. Based on the results of students’ perceptions, character values have been widely felt by most students, with the largest percentage in mathematical communication activities. Non-faith-based schools scored higher than faith-based schools in students' perceptions of character values in all four mathematical activities.
Keywords
Full Text:
PDFReferences
Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European Journal of Educational Research, 1(2), 163-170. https://doi.org/10.12973/eu-jer.1.2.163
Berkowitz, M. W. (1997). The complete moral person: anatomy and formation, in Moral Issues in Psychology: Personalist Contributions to Selected Problems, ed. DuBois, J. M. (Lanham, MD: University Press of America), 11–41.
Berkowitz, M. W., & Hoppe, M. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142. https://doi.org/10.1080/13598130903358493
Bishop, A. J. L., FitzSimons, G. E., Seah, W-T. T., & Clarkson, P. (2000). Values in mathematics education: making values teaching explicit in the mathematics classroom. In Australian Association for Research in Education (AARE) - New Zealand Association for Research in Education (NZARE) 1999 Conference Papers (pp. -). Australian Association for Research in Education.
Falkenberg, T., and Noyes, A. (2010). Conditions for linking school mathematics and moral education: A case study. Teaching and Teacher Education, 26(4), 949-956. https://doi.org/10.1016/j.tate.2009.10.036
Gallien, L. B., & Jackson, L. (2006). Character development from African-American perspectives: toward a counternarrative approach. Journal of Education & Christian Belief, 10(2), 129-142. https://doi.org/10.1177/205699710601000207
Irfan, M. (2016). Role of Learning Mathematics in the Character Building. International Conference on Education, 599–604. Malang: Universitas Negeri Malang.
Katilmis, A., Eksi, H., & Öztürk, C. (2011). Efficiency of social studies integrated character education program. Educational Sciences: Theory & Practice, 11(2), 854-859.
Khan, Y. (2010). Self-Potential-Based Character Education: Boosting the Quality of Education. Jakarta: Pelangi Publishing.
Lestari, N. &; Madio, S. S. (2013). Differences in Student Mathematics Learning Achievement Between Those Who Get Jigsaw Type and Contextual Cooperative Models. Mosharfa: Journal of Mathematics Education, 2(3), 169-178
Lickona, T. (1991). Educating for character. New York: Bantam Books
Lickona, T. (2009). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books
Mahmudi, A. (2011). “Developing Students’ Character Through Mathematics Teaching and Learning” in International Seminar and the Fourth National Conference on Mathematics Education 2011. Department of Mathematics Education, Yogyakarta State University. ISBN: 978 – 979 – 16353 – 7 – 0.
Masrukan. (2014). Authentic Assessment of Mathematics Learning, Including Affective and Character Assessment. Semarang: FMIPA UNNES.
Mone. (2003). Law of the Republic of Indonesia No. 20 of 2003 concerning the National Education System. Jakarta: Ministry of National Education
National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standards for School Mathematics: A Vision of mathematical Power and Aprpreciation for All. Reston, VA: National Council of Teacher of Mathematics
Pardimin, Setiana, D. S., & Supriadi, D. (2022). Development of Online Inquiry Learning Model Based on Ethnomathematics Javanese Culture for Middle School Students. Indomath: Indonesia Mathematics Education, 5(2), 175-184.http://dx.doi.org/10.30738/indomath.v5i2.43
Romanowski, M. H. (2005). Through the eyes of teachers: High school teachers’ experiences with character education. American Secondary Education, 34(1), 6-23
Skaggs, G., & Bodenhorn, N. (2006). Relationships Between Implementing Character Education, Student Behavior, and Student Achievement. Journal of Advanced Academics, 18(1), 82-114. https://doi.org/10.4219/jaa-2006-345
Soedjadi, R. (2000). Tips for Mathematics Education in Indonesia. Jakarta: Directorate General of National Education
Sujarweni, V. Wiratna. (2014). Research Methods: Complete, Practical, and Easy to Understand. Yogyakarta: Pustaka Baru Press.
Yin, L., & Ge, Q. (2020). On the Moral Education of High School Students in Mathematics Teaching from the Perspective of Mathematics Culture. International Journal of Innovation and Research in Educational Sciences, 7 (1), 2349–5219
DOI: http://dx.doi.org/10.30738/indomath.v7i2.98
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Suci Nurhayati, Vingky Zulfa Asria, Ika Tri Yunianika

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View My Stats