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Identifikasi Relevance Values dan Theoretical Knowledge Valuesdi Buku Matematika Sekolah Menengah Pertama Semester I Kelas VII yang Menerapkan Kurikulum 2013

dc.contributor.authorRahimah, Dewi
dc.date.accessioned2015-05-18T08:17:50Z
dc.date.available2015-05-18T08:17:50Z
dc.date.issued2015-03-07
dc.identifier.citation[1] Clarkson, P. C., & Bishop, A. July, 1999. Values and mathematics education. Retrieved July 25, 2008, from http://www.education.monash.edu.au/ research/groups/smte/projects/vamp/ cieaem99.html [2] Bishop A., Clarke B., Corrigan D., & Gunstone D. 2005. Teachers' preferences and practices regarding values in teaching mathematics and science. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce and A. Roche, Building connections: theory, research and practice: proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasiavolume 1 (pp. 153-160). Sydney: MERGA. [3] Clarkson, P., Bishop, A., FitzSimons, G., & Seah, W. T. 2000. Challenges and Constraints in Researching Values. In J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000: proceedings of the Twenty-third Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (pp. 188-195). Perth WA: Mathematics Education Research Group of Australasia. [4] FitzSimons, G., Seah, W. T., Bishop, A., & Clarkson, P. 2001. Beyond numeracy: values in the mathematics classroom. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond: proceedings of the twenty- fourth annual conference of the Mathematics Education Research Group of Australasia Incorporated (pp. 202-209). Turramurra NSW: Mathematics Education Research Group of Australasia Incorporated. [5] Dede, Y. 2006. Mathematical Values Conveyed by High School Mathematics Textbooks [Electronic version]. Kuram ve Uygulamada Egitim Bilimleri (Educational Sciences: Theory & Practice), 6(1), 118-132. [6] Nicol, C. C., & Crespo, S. M.2006. Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials [Electronic version]. Educational Studies in Mathematics, 62(3), 331-355. [7] Kemendikbud. 2013. Materi pelatihan guru implementasi kurikulum 2013 Matematika SMP/MTs. Jakarta : Kemendikbud. [8] Li, Y. 2000. A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks [Electronic version]. Journal for Research in Mathematics Education, 31(2), 234-240. [9] Bills, L., & Husbands, C. 2005. Values education in the mathematics classroom: subject values, educational values and one teacher’s articulation of her practice. Cambridge Journal of Education, 35(1), 7-18. [10] Seah, W. T., & Bishop, A. J. 2000. Values in Mathematics Textbooks: A View through Two Australasian Regions. Retrieved June, 23 2008, from http://www.education.monash.edu.au/research/groups/smte/projects/vamp/aera2000 vamp.pdf. [11] Seah, W. T. 1999. The portrayal and relative emphasis of mathematical and mathematics educational values in Victoria and Singapore lower secondary mathematics textbooks: A preliminary study. Master thesis, Monash University, Victoria, Australia. [12] Johnson, B. & Christensen, L. 2008. Educational research: quantitative, qualitative, and mixed approaches (3rd Edn). Thousand Oaks, California: Sage Publication, Inc. [13] McKee, A. 2006. Textual analysis: A beginner’s guide. London: Sage Publication Ltd. [14] Auerbach, C. F., & Silversten, L. B. 2003. An Introduction to coding and analysis: Qualitative data. New York, USA: New York University Press. [15] Lawrence, W. L. 2006. Social research methods: Qualitative and quantitative approach. USA: Omegatype Typography, Inc. [16] Mayring, P. 2004. Qualitative content analysis. In Flick, U., Kardoff, E. V., & Steinke I (Ed.), A companion to qualitative research (pp. 266-269). London: Sage Publication Inc. [17] Kemendikbud. 2014. Matematika Kelas VII SMP/MTs Edisi Revisi Semester I. Jakarta:Kemendikbud.in_ID
dc.identifier.isbn978.602.361.002.0
dc.identifier.urihttp://hdl.handle.net/11617/5997
dc.description.abstractThe purposes of this research study are (1) To identify how relevance values and theoretical knowledge values presented in Junior High School Semester I Year VII mathematics textbook applying 2013 curriculum; (2) To find out the value signal of relevance values that most frequently presented in Junior High School Semester I Year VII mathematics textbook applying 2013 curriculum; (3) To find out the value signal of theoretical knowledge values that most frequently presented in Junior High School Semester I Year VII mathematics textbook applying 2013 curriculum. This is a qualitative research with a textual analysis approach.This research study implemented content analysis as a method, used Seah’s (1999) framework in analyzing relevance and theoretical knowledge values in the textbooks, and applied coding method to work out how many value signals representingrelevance values and theoretical knowledge values in the textbooks. This research study concludes that in Junior High School Semester I Year VII mathematics textbook applying 2013 curriculum (1) Theoretical knowledge values are presented more frequently than relevance values; (2) Relevance values are most frequently presented by the value signal control over people and object around us; (3) Theoretical knowledge values are most frequently presented by the value signal context --- nil.in_ID
dc.language.isoidin_ID
dc.publisherUniversitas Muhammadiyah Surakartain_ID
dc.subjectrelevance valuesin_ID
dc.subjecttheoretical knowledge valuesin_ID
dc.subjectvalue signal.in_ID
dc.titleIdentifikasi Relevance Values dan Theoretical Knowledge Valuesdi Buku Matematika Sekolah Menengah Pertama Semester I Kelas VII yang Menerapkan Kurikulum 2013in_ID
dc.typeArticlein_ID


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