Pedagogis and didaktis of junior high school teachers on learning process on mathematical problem solving Y Harisman (a,b*), Y S Kusumah (a), K Kusnandi (a)
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia
b) Departemen Pendidikan Matematika, STKIP PGRI Sumatera Barat, Jl. Gunung Pangilun Padang Utara Kota Padang Sumatera Barat 25000, Indonesia
*yulyyuki[at]gmail.com
Abstract
Mathematical problem solving is the core of the learning process of mathematics. How teachers do the learning process of problem solving is very important to discuss. This study aims to see how the three junior high school teachers in the learning process of problem solving. The type of this research was descriptive research with survey method. Three volunteer teachers from three schools were made as research subjects. Each teacher had documented the learning process that had been conducted during three meetings. Observation material was the topic of geometry, this is because this topic would enable the process of learning about mathematical problem solving. The videos would be analyzed to see how the depth and breadth of pedagogical and didactic aspects. The results of the video analysis would be recorded and coded to see the differences in understanding the problem, selecting the problem solving strategy, implementing the problem solving strategy, and verifying the problem solving solution. Based on the research results obtained theory that suggests three categories of depth of didactic and pedagogical aspects of teachers in problem solving learning. These three categories were named with good, very good, and excellent category. Each category would be presented in this paper.
