Education Quarterly Reviews
ISSN 2621-5799
Published: 17 March 2024
The Indonesian Independent Curriculum Requires Student-Centred Teaching Approaches: Does the Teacher Guide Accompanying a Grade VIII Ministry-Published Mathematics Textbook Assist Teachers?
Dewi Rahimah, Agus Susanta, Edi Susanto, Tria Utari
Universitas Bengkulu, Indonesia
Download Full-Text Pdf
10.31014/aior.1993.07.01.568
Pages: 181-199
Keywords: pedagogical guidance, teacher guide, mathematics textbook, student-centred teaching approach
Abstract
The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia published mathematics textbooks accompanied by teacher guides to support the implementation of the independent curriculum requiring student-centred teaching approaches. It is important to know whether the teacher guides provide sufficient guidance for teachers in implementing student-centred teaching approaches in classrooms. This study was qualitative research applying textual analysis and a text-coding method. This research study found that in the teacher guide, pedagogical guidance for handling students’ errors was provided only for one section of the textbook, namely, Let Us Explore, while pedagogical guidance for handling students’ difficulties was not provided for any section of the textbook. An answer key without an explanation was provided for most of Let Us Explore, Let Us Think Creatively, and Let Us Communicate sections; an answer key with an explanation was provided for most of Let Us Think Critically sections; and for most of Let Us Use Technology and Let Us Work Together sections, an answer key was not provided. An explanation of how to use sections of the textbook was provided for most of Let Us Explore, Let Us Work Together, and Let Us Communicate sections, and it was dominated by teaching scenarios to use these sections.
References
Amuko, S., Miheso, M., & Ndeuthi, S. (2015). Opportunities and challenges: Integration of ICT in teaching and learning mathematics in secondary schools, Nairobi, Kenya. Journal of Education and Practice, 6(24), 1-6.
As'ari, A. R., Tohir, M., Valentino, E., Imron, Z., & Taufiq, I. (2017). Matematika SMP/MTs kelas VIII semester 1 [Mathematics junior high school grade 8 semester 1]. Kementerian Pendidikan dan Kebudayaan [The Ministry of Education and Culture].
Askew, M. (2015). A practical guide to transforming primary mathematics: Activities and tasks that really work. Taylor & Francis Group.
Auerbach, C. F., & Silversten, L. B. (2003). An Introduction to coding and analysis: Qualitative data. New York University Press.
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-14. doi:10.3102/0013189X025009006
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
Charalambous, C. Y., Delaney, S., Hsu, H. Y., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical Thinking and Learning, 12(2), 117-151. doi:10.1080/10986060903460070
Chowdhuri, N. M. (2020). Teachers’ use of reform-oriented mathematics textbooks: A multiple-case study of Delhi government primary school teachers (Doctoral dissertation). Retrieved from https://doi.org/10.17863/CAM.52111
Creswell, J. W. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Sixth ed.). Pearson Education Limited.
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. doi:10.3102/0013189x034003003
Davis, E. A., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L., & Iwashyna, S. (2014). Designing educative curriculum materials: A theoretically and empirically driven process. Harvard Educational Review, 84(1), 24-52. doi:10.17763/haer.84.1.g48488u230616264
Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293-304. doi:10.3102/0013189x17727502
Ding, M., & Li, X. (2014). Facilitating and direct guidance in student-centered classrooms: addressing “lines or pieces” difficulty. Mathematics Education Research Journal, 26(2), 353-376. doi:10.1007/s13394-013-0095-2
Hähkiöniemi, M., & Francisco, J. (2019). Teacher guidance in mathematical problem-solving lessons: Insights from two professional development programs. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in Mathematics Instruction and Teacher Professional Development(pp. 279-296). Springer International Publishing. doi:10.1007/978-3-030-29215-7_15.
Hemmi, K., Krzywacki, H., & Koljonen, T. (2018). Investigating Finnish teacher guides as a resource for mathematics teaching. Scandinavian Journal of Educational Research, 62(6), 911-928. doi:10.1080/00313831.2017.1307278
Kementerian Pendidikan dan Kebudayaan [The Ministry of Education and Culture]. (2014). Materi pelatihan implementasi kurikulum 2013 tahun 2014: Mata pelajaran matematika SMP/MTs [The training materials of the implementation of the 2013 curiculum year 2014: Mathematics junior high schools]. Kementerian Pendidikan dan Kebudayaan [The Ministry of Education and Culture].
Kementerian Pendidikan Kebudayaan Riset dan Teknologi Republik Indonesia [The Ministry of Education Culture Research and Technology of the Republic of Indonesia]. (2022a). Panduan pembelajaran dan asesmen: Pendidikan anak usia dini, pendidikan dasar, dan menengah [Learning and assessment guide: Early childhood education programs, elementary dan high education programs]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia [The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia].
Kementerian Pendidikan Kebudayaan Riset dan Teknologi Republik Indonesia [The Ministry of Education Culture Research and Technology of the Republic of Indonesia]. (2022b). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 22 Tahun 2022 tentang Standar Mutu Buku, Standar Proses dan Kaidah Pemerolehan Naskah, serta Standar Proses dan Kaidah Penerbitan Buku [The Ministry of Education and Culture of Republic of Indonesia Regulation Number 22 Year 2022 about Book Quality Standards, Process Standards and Rules for Obtaining Manuscripts, and Process Standards and Rules for Book Publishing]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia [The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia].
Kementerian Pendidikan Kebudayaan Riset dan Teknologi Republik Indonesia [The Ministry of Education Culture Research and Technology of the Republic of Indonesia]. (2022c). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 25 Tahun 2022 tentang Penilaian Buku Pendidikan [The Ministry of Education and Culture of Republic of Indonesia Regulation Number 25 Year 2022 about Educational Book Assessment]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia [The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia].
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1
Kooloos, C., Oolbekkink-Marchand, H., van Boven, S., Kaenders, R., & Heckman, G. (2022). Building on student mathematical thinking in whole-class discourse: Exploring teachers’ in-the-moment decision-making, interpretation, and underlying conceptions. Journal of Mathematics Teacher Education, 25(4), 453-477. doi:10.1007/s10857-021-09499-z
Looi, C.-K., Sun, D., Seow, P., & Chia, G. (2014). Enacting a technology-based science curriculum across a grade level: The journey of teachers' appropriation. Computers & Education, 71(C), 222-236. doi:10.1016/j.compedu.2013.10.006
Mailizar, M., Alafaleq, M., & Fan, L. (2014). A historical overview of mathematics curriculum reform and development in modern Indonesia. Journal Teaching Innovations, 27(3), 58-68. doi:10.5937/inovacije1403058M
Mailizar, M., & Fan, L. (2014). Assessing a new Indonesian secondary mathematics textbook: How does it promote authentic learning? In K. Jones, C. Bokhove, G. Howson, & L. Fan (Eds.), Proceedings of the international conference on mathematics textbook research and development 2014 (pp. 319-326). University of Southampton.
Matic, L. J., & Gracin, D. G. (2020). How do teacher guides give support to mathematics teachers? Analysis of a teacher guide and exploration of its use in teachers' practices. Research in Mathematics Education, 23(1), 1-20. doi:10.1080/14794802.2019.1710554
Mellone, M., Ribeiro, M., Jakobsen, A., Carotenuto, G., Romano, P., & Pacelli, T. (2020). Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning. Research in Mathematics Education, 22(2), 154-167. doi:10.1080/14794802.2019.1710557
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research : A guide to design and implementation (Fourth ed.). John Wiley & Sons.
Rahimah, D. (2022). Mathematics textbooks as curriculum resources: Exploring how the ministry-published textbook supports Indonesian teachers in implementing a student-centred teaching approach(Doctoral dissertation). Retrieved from UQ eSpace.
Rahimah, D., & Visnovska, J. (2021). Analysis of mathematics textbook use: An argument for combining horizontal, vertical, and contextual analyses. Journal of Physics: Conference Series, 1731(1), 012048. doi:10.1088/1742-6596/1731/1/012048
Raub, L. A., Shukor, N. A., Arshad, M. Y., & Rosli, M. S. (2015). An integrated model to implement contextual learning with virtual learning environment for promoting higher order thinking skills in Malaysian secondary schools. International Education Studies, 8(13), 41-46. doi:10.5539/ies.v8n13p41
Remillard, J. T. (2018). Examining teachers’ interactions with curriculum resource to uncover pedagogical design capacity. In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Research on mathematics textbooks and teachers’ resources: Advances and Issues (pp. 69-88). Springer International Publishing. doi:10.1007/978-3-319-73253-4_4.
Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM - International Journal on Mathematics Education, 40(6), 927-939. doi:10.1007/s11858-008-0125-9
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.3102/0013189x015002004
Steenbrugge, V. H., Valcke, M., & Desoete, A. (2012). Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose? Journal of Curriculum Studies, 45(3), 1-32. doi:10.1080/00220272.2012.713995
Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influence student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-370). Information Age Greenwich.
Tohir, M., As'ari, A. R., Anam, A. C., & Taufiq, I. (2022a). Buku Panduan Guru SMP/MTs Kelas VIII [Teacher guide of mathematics junior high school grade VIII]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia [The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia].
Tohir, M., As'ari, A. R., Anam, A. C., & Taufiq, I. (2022b). Mathematics SMP/MTs kelas VIII [Mathematics junior high school grade VIII]. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia [The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia].
Yıldırım, E. (2010). Evaluation of 7th grade mathematics teachers’ guide book along with the teacher opinions. Procedia - Social and Behavioral Sciences, 2(2), 5177-5182. doi:10.1016/j.sbspro.2010.03.842
Zembat, I. O., & Yasa, S. A. (2015). Using classroom scenarios to reveal mathematics teachers' understanding of sociomathematical norms. International Journal of Education in Mathematics, Science and Technology, 3(3), 242-261.