Memahami Profil Pendidik Guru Matematika yang menginspirasi Berdasarkan Pengalaman Belajar Calon Guru Matematika

Rustam Effendy Simamora, Jean Gloria Kamara

Sari


Abstrak. Inspirasi berperan penting dalam memicu atau meningkatkan minat belajar. Inspirasi tersebut juga akan membentuk identitas matematis Calon Guru Matematika (CGM) setelah bekerja sebagai guru matematika profesional di masa depan. Pendidik Guru Matematika (PGM) dapat menjadi sumber inspirasi bagi CGM, sehingga penelitian untuk memahami dan menjelaskan profil PGM yang menginspirasi adalah kebutuhan. Penelitian ini bertujuan untuk melakukan teoritisasi profil PGM yang menginspirasi berdasarkan pengalaman CGM. Penelitian kualitatif ini menggunakan pendekatan constructivist grounded theory dengan melibatkan 21 mahasiswa Pendidikan Matematika semester II-XIII. Hasil penelitian menunjukkan bahwa PGM yang menginspirasi memiliki profil: memberikan rasa nyaman, berwawasan luas, memotivasi, memberikan pembelajaran yang asyik dan menyenangkan, memberikan wawasan baru dan pemahaman, disiplin dan berwibawa. Temuan penelitian menunjukkan bahwa pemahaman adalah aspek yang paling dibutuhkan oleh CGM.  Kualitas kepribadian, kemampuan pedagogis dan matematis serta hubungan baik yang dibina PGM mengoptimalkan pemahaman sehingga CGM terinspirasi.

Kata Kunci: calon guru matematika, constructivist grounded theory, profil pendidik matematika, pedagogi inspirasi, guru inspiratif.


Teks Lengkap:

PDF

Referensi


Ahn, J. N., Luna-Lucero, M., Lamnina, M., Nightingale, M., Novak, D., & Lin-Siegler, X. (2016). Motivating Students’ Stem Learning Using Biographical Information Creating Stories About Scientists’ Struggles To Motivate Stem Learning. International Journal of Designs for Learning, 7(1), 71–85.

Barnett, R. (2007). A Will to Learn: Being a Student in an age of Uncertainty. United Kingdom: McGraw-Hill Education.

Case, J., & Speer, N. (2021). Calculus Students’ Deductive Reasoning and Strategies when Working with Abstract Propositions and Calculus Theorems. Primus, 31(2), 184–201. https://doi.org/10.1080/10511970.2019.1660931

Charmaz, K. (2014). Constructing grounded theory. London: Sage.

Charmaz, K. (2017). Constructivist Grounded Theory. Journal of Positive Psychology, 12(3), 299–300. https://doi.org/10.1080/17439760.2016.1262612

Charmaz, K., & Thornberg, R. (2021). The Pursuit of Quality in Grounded Theory. Qualitative Research in Psychology, 18(3), 305–327. https://doi.org/10.1080/14780887.2020.1780357

Cornejo-Araya, C. A., & Kronborg, L. (2021). Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education. Journal for the Education of the Gifted, 44(3), 300–326. https://doi.org/10.1177/01623532211023595

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design (International Student Edition): Choosing among Five Approaches. Language, 25(459), 1-10.

Deemer, E. D., Derosa, P. A., Duhon, S. A., & Dotterer, A. M. (2021). Psychological Momentum and Inertia: Toward a Model of Academic Motivation. Journal of Career Development, 48(3), 275–289. https://doi.org/10.1177/0894845319848847

Derounian, J. G. (2017). Inspirational Teaching in Higher Education: What Does it Look, Sound and Feel Like? International Journal for the Scholarship of Teaching and Learning, 11(1), 1-10. https://doi.org/10.20429/ijsotl.2017.110109

Dewi, N. R. (2022). Kemampuan Pemecahan Masalah Melalui Scaffolding Berdasarkan Motivasi Belajar Siswa. JNPM (Jurnal Nasional Pendidikan Matematika), 6(2), 262–275.

Gallo, C. (2019). Storytelling to Inspire, Educate, and Engage. American Journal of Health Promotion, 33(3), 469–472. https://doi.org/10.1177/0890117119825525b

George, M. (2012). Autonomy and Motivation in Remedial Mathematics. Primus, 22(4), 255–264. https://doi.org/10.1080/10511970.2010.497958

Hodges, T. E., & Hodge, L. L. (2017). Unpacking Personal Identities for Teaching Mathematics within The Context of Prospective Teacher Education. Journal of Mathematics Teacher Education, 20(2), 101–118. https://doi.org/10.1007/s10857-015-9339-2

Kaasila, R. (2007). Using Narrative Inquiry for Investigating The Becoming of A Mathematics Teacher. ZDM - International Journal on Mathematics Education, 39(3), 205–213. https://doi.org/10.1007/s11858-007-0023-6

Kamii, C., & Russell, K. A. (2012). Elapsed Time: Why is it So Difficult to Teach? Journal for Research in Mathematics Education, 43(3), 296–315. https://doi.org/10.5951/jresematheduc.43.3.0296

Ketterman, A. B., & Maner, J. K. (2021). Complaisant or Coercive? The Role of Dominance And Prestige in Social Influence. Personality and Individual Differences, 177(1), 110-814. https://doi.org/10.1016/j.paid.2021.110814

Lamb, M., & Wedell, M. (2013). Inspiring English Teachers: A Comparative Study of Learner Perceptions of Inspirational Teaching. ELT Research Papers, 13(03), 1-25.

Lange, T. (2009). Difficulties , Meaning and Marginalisation in Mathematics Learning as Seen Through Children ’ s Eyes Troels Lange. Denmark: Aalborg University

Li, Y., & Schoenfeld, A. H. (2019). Problematizing Teaching and Learning Mathematics as “Given” in STEM Education. International Journal of STEM Education, 6(1), 1-10 https://doi.org/10.1186/s40594-019-0197-9

Lickona, T. (1999). Character Education: Seven Crucial Issues. Action in Teacher Education, 20(4), 77–84. https://doi.org/10.1080/01626620.1999.10462937

Lukman, M., Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C. A., & Putranta, H. (2021). Effective Teachers’ Personality in Strengthening Character Education. International Journal of Evaluation and Research in Education, 10(2), 512–521. https://doi.org/10.11591/ijere.v10i2.21629

Lutovac, S., & Kaasila, R. (2021). Towards Conceptualising Failure in Mathematics as an Autobiographical Experience. European Journal of Teacher Education, 45(5), 689-706. https://doi.org/10.1080/02619768.2021.1892070

Marschall, G., & Watson, S. (2022). Teacher Self-Efficacy As An Aspect of Narrative Self-Schemata. Teaching and Teacher Education, 109,(1) 103-568. https://doi.org/10.1016/j.tate.2021.103568

Oleynick, V. C., Thrash, T. M., LeFew, M. C., Moldovan, E. G., & Kieffaber, P. D. (2014). The Scientific Study of Inspiration in The Creative Process: Challenges and Opportunities. Frontiers in Human Neuroscience, 8(1), 1–8. https://doi.org/10.3389/fnhum.2014.00436

Op ’t Eynde, P., De Corte, E., Verschaffel, L., GLASER, B., STRAUSS, A., Edgington, E. S., Charmaz, K., Lange, T., Derounian, J. G., Tambychik, T., Meerah, T. S. M., Corbin, J. M., STRAUSS, A., Mills, J., Bonner, A., Francis, K., Charmaz, K., Asigigan, S. I., Samur, Y., & Schallert, S. (2021). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. International Journal of Education in Mathematics, Science and Technology, 98(1), 3–21. https://doi.org/10.46328/IJEMST.1157

Popa, R. I. (2012). An Experimental Perspective Over Personality and Leadership Styles Inside Romanian Organizations. Procedia - Social and Behavioral Sciences, 33,(1) 488–492. https://doi.org/10.1016/j.sbspro.2012.01.169

Schoenfeld, A. H., Thomas, M., & Barton, B. (2016). On Understanding and Improving The Teaching of University Mathematics. International Journal of STEM Education, 3(1), 1–17.

Simamora, R. E. (2021). Inspirasi Siswa dalam Belajar Matematika ; Studi Kasus Pengalaman Mahasiswa Calon Guru Matematika. Jurnal Pendidikan Matematika Raflesia, 6(3), 82–103.

Su, F., & Wood, M. (2012). What Makes A Good University Lecturer? Students’ Perceptions of Teaching Excellence. Journal of Applied Research in Higher Education, 4(2), 142–155. https://doi.org/10.1108/17581181211273110

Sviatlana, A., Alena, B., Sviatlana, V., Natallia, D., Dzmitry, D., & Tatsiana, Z. (2021). Humour As Professionally. 01019, 1–7.

Tambychik, T., & Meerah, T. S. M. (2010). Students’ Difficulties in Mathematics Problem-Solving: What Do They Say? Procedia - Social and Behavioral Sciences, 8(5), 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020

Thrash, T. M. (2021). The Creation and Curation of All Things Worthy: Inspiration as Vital Force in Persons and Cultures. Advances in Motivation Science, 8(1), 181–244. https://doi.org/10.1016/bs.adms.2020.01.002

Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a Psychological Construct. Journal of Personality and Social Psychology, 84(4), 871–889. https://doi.org/10.1037/0022-3514.84.4.871

Thrash, T. M., & Elliot, A. J. (2004). Inspiration: Core Characteristics, Component Processes, Antecedents, and Function. Journal of Personality and Social Psychology, 87(6), 957–973. https://doi.org/10.1037/0022-3514.87.6.957

Wang, S. (2022). The Influence of Teacher’s Authoritative Behavior on Students. Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022), 653(1), 631–636. https://doi.org/10.2991/assehr.k.220401.120

Wilson, M., & Goldenberg, M. P. (1998). Some Conceptions are Difficult to Change: One Middle School Mathematics Teacher’s Struggle. Journal of Mathematics Teacher Education, 3(1), 269–293. https://doi.org/10.1023/A:1009990018385




DOI: http://dx.doi.org/10.33603/jnpm.v7i1.7689

Refbacks

  • Saat ini tidak ada refbacks.


##submission.copyrightStatement##

Laman JNPM: http://jnpm.ugj.ac.id

JNPM memiliki p-ISSN 2549-8495 | e-ISSN 2549-4937

JNPM is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.

execute(); ?>