Ethnoconstructivism Analysis: Study of Pedagogic Mathematics Competence of Primary School Teachers

Autor/inn/en	Syahrial; Asrial; Maison; Mukminin, Amirul; Kurniawan, Dwi Agus
Titel	Ethnoconstructivism Analysis: Study of Pedagogic Mathematics Competence of Primary School Teachers
Quelle	In: International Journal of Evaluation and Research in Education, 9 (2020) 3, S.614-624 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Constructivism (Learning); Elementary School Teachers; Teacher Competencies; Mathematics Education; Culturally Relevant Education; Foreign Countries; Pedagogical Content Knowledge; Gender Differences; Age Differences; Indonesia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Mathematische Bildung; Ausland; Pädagogische Kompetenz; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Indonesien
Abstract	The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research was a descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01