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Abstract
The quality of mathematics learning is reflected by the quality of mathematical engagement during the enacted lesson, while the enacted lesson is determined by the intended lesson. Therefore, having a well-developed lesson plan is critical to achieve learning objectives. This study aims to explored students‟ mathematical engagement based on two triangle lesson plans and their implementation to 7th graders students. The research methods was used is qualitative descriptive. This research involved one male teacher and 24 students. Students‟ mathematical engagement was analysed through the students‟ words and actions using an adapted Watson‟s analytical tool. The results of this analysis indicate that there were 24 out of 38 indicators of mathematical engagement intended in the lesson plans and this result also were aligned with students‟ mathematical engagement that occurred in the classroom. The frequency of occurrence of the indicators were varied, some aspects were relatively high, such as using prior knowledge and identifying mathematical characteristics, while some other aspects were quite low, such as clarifying and associating ideas. This study shows that the analytical tool used in the analysis allowed us to focus attention on activities that are mathematical.
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Copyright (c) 2019 Baiq Rika Ayu Febrilia, Sitti Maesuri Patahuddin
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References
- Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like?. Australian Primary Mathematics Classroom, 17(1), 9-13.
- Barkatsas, A. T., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students‟ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570.
- Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, 8(13), 1-7.
- Dharmayana, I. W., Kumara, A., & Wirawan, Y. G. (2012). Keterlibatan siswa (Student Engagement) sebagai mediator kompetensi emosi dan prestasi akademik. Jurnal Psikologi, 39(1), 76-94.
- Dudley, C. J. (2010). An exploration of instructional strategies for increasing levels of student engagement in core subjects. Northcentral University.
- Febrilia, B. R. A., & Winarti, D. W. (2018). Deepening students understanding of triangle topic through „application‟component of ELPSA (Experience, Language, Pictorial, Symbol and Application) framework. In Journal of Physics: Conference Series (Vol. 1088, No. 1, p. 012085). IOP Publishing.
- Fink, L. D. (2007). The power of course design to increase student engagement and learning. Peer Review, 9 (1), 13-17.
- Hu, Y. L., Ching, G. S., & Chao, P. C. (2012). Taiwan student engagement model: Conceptual framework and overview of psychometric properties. International Journal of Research Studies in Education, 1(1), 69-90.
- Kanthan, G. (2011). Strengthening student engagement in the classroom. Singapore: National University of Singapore.
- Kemendikbud. (2016). Permendikbud No. 21: Standar Isi pendidikan Dasar dan Menengah yang memuat tentang Tingkat Kompetensi dan Kompetensi Inti Sesuai dengan Jenjang dan Jenis Pendidika tertentu. Jakarta: Kemendikbud.
- Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540-563.
- Lowrie, T., & Patahuddin, S. M. (2015a). ELPSA as a lesson design framework. Journal on Mathematics Education, 6(2), 77-92.
- Lowrie, T., & Patahuddin, S. M. (2015b). ELPSA–Kerangka kerja untuk merancang pembelajaran matematika. Jurnal Didaktik Matematika, 2(1).
- Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 122(4).
- Patahuddin, S. M., Puteri, I., Lowrie, T., Logan, T., & Rika, B. (2017). Capturing student mathematical engagement through differently enacted classroom practices: Applying a modification of Watson's analytical tool. International Journal of Mathematical Education in Science and Technology, 49(3), 384-400.
- Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169.
- Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of educational psychology, 104(3), 700.
- Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252.
- Silver, H. F., & Perini, M. J. (2010). The Eight Cs of engagement: How learning styles and instructional design increase student commitment to learning. On Excellence in Teaching, 319- 344.
- Watson, A. (2007). The nature of participation afforded by tasks, questions and prompts in mathematics classrooms. Research in Mathematics Education, 9(1), 111-126.
References
Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like?. Australian Primary Mathematics Classroom, 17(1), 9-13.
Barkatsas, A. T., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students‟ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570.
Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, 8(13), 1-7.
Dharmayana, I. W., Kumara, A., & Wirawan, Y. G. (2012). Keterlibatan siswa (Student Engagement) sebagai mediator kompetensi emosi dan prestasi akademik. Jurnal Psikologi, 39(1), 76-94.
Dudley, C. J. (2010). An exploration of instructional strategies for increasing levels of student engagement in core subjects. Northcentral University.
Febrilia, B. R. A., & Winarti, D. W. (2018). Deepening students understanding of triangle topic through „application‟component of ELPSA (Experience, Language, Pictorial, Symbol and Application) framework. In Journal of Physics: Conference Series (Vol. 1088, No. 1, p. 012085). IOP Publishing.
Fink, L. D. (2007). The power of course design to increase student engagement and learning. Peer Review, 9 (1), 13-17.
Hu, Y. L., Ching, G. S., & Chao, P. C. (2012). Taiwan student engagement model: Conceptual framework and overview of psychometric properties. International Journal of Research Studies in Education, 1(1), 69-90.
Kanthan, G. (2011). Strengthening student engagement in the classroom. Singapore: National University of Singapore.
Kemendikbud. (2016). Permendikbud No. 21: Standar Isi pendidikan Dasar dan Menengah yang memuat tentang Tingkat Kompetensi dan Kompetensi Inti Sesuai dengan Jenjang dan Jenis Pendidika tertentu. Jakarta: Kemendikbud.
Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540-563.
Lowrie, T., & Patahuddin, S. M. (2015a). ELPSA as a lesson design framework. Journal on Mathematics Education, 6(2), 77-92.
Lowrie, T., & Patahuddin, S. M. (2015b). ELPSA–Kerangka kerja untuk merancang pembelajaran matematika. Jurnal Didaktik Matematika, 2(1).
Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 122(4).
Patahuddin, S. M., Puteri, I., Lowrie, T., Logan, T., & Rika, B. (2017). Capturing student mathematical engagement through differently enacted classroom practices: Applying a modification of Watson's analytical tool. International Journal of Mathematical Education in Science and Technology, 49(3), 384-400.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of educational psychology, 104(3), 700.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252.
Silver, H. F., & Perini, M. J. (2010). The Eight Cs of engagement: How learning styles and instructional design increase student commitment to learning. On Excellence in Teaching, 319- 344.
Watson, A. (2007). The nature of participation afforded by tasks, questions and prompts in mathematics classrooms. Research in Mathematics Education, 9(1), 111-126.