2. Are there any significant factors that afffect in development professional of teacher?
The purpose of this study is to determine what factors affect teachers' competence in teacher professional development. Second, to know the factors that significantly affect the competence of teachers in the development professional of teacher.
METHODS
The research was conducted in six sub-districts namely SamaduaSubdistrict, Tapaktuan, Sawang, Meukek, Labuhan Haji Timur
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and Labuhan Haji in South Aceh district. With total schools of 24 schools spread. The research sample is the teacher who has apply of rank. The research approach is used quantitatively. Data collection techniques used in the research are questionnaires and documentation. Questionnaire consists of 18 questions for competence and 12 questions for factor measurement. Data analysis performed after the data collected is a scale measurement, and scoring on each answer obtained. The measurement scale used in this research is Likert scale. Likert scale is divided into five categories used as described in Table 1 below:
Table 1Classification of five categories likert scale
Positive statement Negative statement
1. Very disagree 1. Very agree
2. disagree 2. agrees
3. doubtful 3. doubtful
4. agree 4. disagree
5. very agree 5. Very disagree
Furthermore, to see validity and validity test conducted by Pearson Product Moment correlation technique. With the indicator if R Count> R table then the statement is valid and if R count <R Table then the statement is not Valid. With R in this data is 38 obtained so R table 0.32. Next is the reliability test to see whether the statement is reliable . By comparing the cronbach alpha with the minimum cronbach alpha is 0.6. If the cronbach alpha ≥ 0.6 is obtained then the questionnaire is reliable. After that to see the distribution of data then test the normality of the Kolmogorov-Smirnov formula. Provided if Ho: The population is normally distributed and Ha:
The population is not normally distributed. The basis for decision-making is based on probability. If the probability value is> 0.05 then Ho is accepted, If the probability value < 0.05 then Ho is rejected. To see whether together independent variables affect the dependent variable or not, with using the F test (T-test). With the indicator if F-test> F Table. Furthermore doing to test of Multiple Linear Regression to see the relationship of influence of independent factors to the dependent variable.All data analysis using SPSS Version 15.0.
RESULTS AND DISCUSSION
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Based on the results of the validity analysis of R count> R table, then from 30 questions there are 6 invalid questions that are about numbers 1.7,8, 14,20, and 27. While 24 questions declared valid with value R Calculate greater than 0 , 32. Based on the results of reliability can be seen in table 2 below. Based on table 2 is known, the value of cronbach alpha ≥ 0.6 is 0.807 means the items are trusted or reliable questionnaire.
Table 2. Results of Statistic Reliability Test Cronbach’s Alpha N of Item
Furthermore Normality results show the value of propability> 0.05 is 1.085. This means that the data is normally distributed. Then Ho accepted that the population is Normally distributed.
Table 3 Results of Normalitasanalisys one-sample Kolmogorov-Smirnov Test
Unstandardized residual
N 237
Normal parameter a,b Mean 0,0000000
Std.Deviation 5,75815961
Most Extreme Absolute 0,070
Differences Positive 0,043
Negative -0,070
Kolmogrov-Smirnov Z 1,085
Asymp.sig. (2-tailed) 0,190
After the data proved to be Normal then tested a significant test with F test. Based on Table 4 can be known about the effect of independent variables on the dependent variable together. In the table seen anova sig value listed as 0.000 it can be concluded that the variables of self- motivation variables, idea development, promotion and income increase affect equally to the competence of teachers. When viewed from the F- count is 20.004. Then To be able to compare look for F count> F table.the first step to know for the value of df (degree of fredom). Then calculation of df1 = k-1 = 3, df2 = n-k = 237-3 = 234. Then with df1 of 3 and df2 of 234 then obtained F Table of 8.54. This means that if Ftable<F count is 8.54
<20.004. Thus, all independent variables affect the variable dipenden. Then the conclusion of the variables self-motivation, idea development,
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promotion and increased income effecting together to competence in professional development of teachers.
Table 4. Result of Simultan Test (F Test)
Model Sum of
squares
df Mean
square
F Sig.
1 Regression 2429,946 4 607,486 20,004 0,000a Residual 7045,354 232 30,368
Total 9475,300 236
Based on the results of multiple linear regression test, the results obtained Table 5. By definition X1: increase in income, X2: Self Motivation, X3: Increase Rank, X4: Development of ideas, Y: Teacher competence. So the correlation matrix is described that the variable increase in income is positively correlated 0.196 to teacher competence. Variables Self-motivation, promotion and development of ideas also positively correlated each of the 0.236; 0.165; 0.497 (Table 5).
Tabel 5. Result of Correlation matrix between independent and dependent variables
Y X1 X2 X3 X4
Pearson Correlation
Y 1,000 0,196 0,236 0,165 0,497 X1 0,196 1,000 0,422 0,450 0,212 X2 0,236 0,422 1,000 0,409 0,445 X3 0,165 0,450 0,409 1.000 0,219 X4 0,497 0,212 0,445 0,219 1,000 Sig.(1-tailed) Y , 0,001 0,000 0,005 0,000 X1 0,001 , 0,000 0,000 0,001 X2 0,000 0,000 , 0,000 0,000 X3 0,005 0,000 0,000 , 0,000 X4 0,000 0,001 0,000 0,000 ,
N Y 237 237 237 237 237
X1 237 237 237 237 237
X2 237 237 237 237 237
X3 237 237 237 237 237
X4 237 237 237 237 237
Table 6 Result of The value of correlation or relationship between variables
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Model R R square Adjusted R
square
Std. Error of the Estimate
1 0,506a 0,256 0,244 5,51071
Results Table 6 can find out the correlation value or the relationship of all independent variables to the dependent variable. Can be seen R (correlation) is 0.506 means the influence of self-motivation variables, idea development, promotion and increase income to competence is 50%.
Table 7The significant effect of independent variables on dependents
Model Unstandardized
Coefficients
Standardized Coefficients
t Sig.
B Std.Error Beta
1 (constant) 35,030 3,634 9,640 0,000
X1 0,509 0,364 0,093 1,400 0,163
X2 -0,123 0,283 -0,031 -
0,436
0,663
X3 0,178 0,389 0,030 0,458 0,648
X4 1,591 0,208 0,484 7,649 0,000
First knowing the value of degree of freedom. Df1 = k-1 = 3, df2 = n-k = 237-3 = 234. Obtained T table value is 1,970. If the value of T count>
T table then there is contribution of variable X1 to Y. in table 7 that give contribution to Y is variable X4 that is Development of idea give contribution to teacher competence. So, variable Development idea have significant effect to teacher professional development competence. While other variables have no significant effect on teacher professional development competence.
CONCLUSION
Factors influencing teacher competence in the professional development are motivation, idea development, promotion, income increase. Factors that significantly affect the Variable Development Idea.
ACKNOWLEDGEMENT
Thank very much for to all teachers of SD, SMP district South Aceh who have been willing to be respondent. thank very much to STKIP Getsempena has given a chance as a presenter in ICIP 2017 international conference. And than, thank very much to STKIP BinaBangsaMeulaboh,
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has given permission, support in the implementation of research and all lecturers STKIP BinaBangsaMeulaboh.
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Halim.A.K. (2014).Scientific Publications.Socialization of Journal Management.Kopertis Region IV.
Ibrahim.S. (2009). Preparing Scientific Writings For Publication. KK Pharmacokimia SF-InstitutTeknologi Bandung.
Jaedun.A. (2011). Development of Teacher Professionalism Through Scientific Writing. Seminar of Scientific Writing And Classroom Action Research In SMK Negeri 1 Sedayu. Bantul.
Jatmika.H.M. (2014). Sustainable Profession And Its Linkages With SCIENTIFIC PUBLICATION. Yogyakarta State University.
Ministry of Education and Culture.(2012). Master's Professional Development Policy.Agency PSDMPK-PMP.
Ministry of Education and culture.(2012). Guidelines for the Management of Sustainable Capacity Development.Center for Professional Educator Development.
Makka, M.A. (2011). Sustainable Development of Profession in Teacher Work Achievement Assessment.LPMP South Sulawesi.
Mariyana.(2014). Ethics of the teaching profession. Accessible stairs 9 may
2016. website address
http://file.upi.edu/direktori/fip/jur._pgtk/197803082001122- rita_mariyana/etika_profesi_guru.pdf
Pure. (2015). Analyzing Teacher Development Profession SmkMuhammadiyah 3 Dan 6 GemolongSragen. Study Program of
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Management Education Graduate Program.Scientific Publications.Muhammadiyah Surakarta university.
Risnita.(2012). Development of Likert Model Scale.Journal of Edu-Bio, Volume 3.Year 2012. Page 86-99.
Setiyawan.S. (2014). Description Ability Teacher SdBakulan State In Writing Scientific Work For Professional Development.
Essay.Faculty of Education UniversitasNegeri Yogyakarta.
Taufik.(2015). Definition of competence.Accessed on the 9 may
2016.website address
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195808161985031-agus_taufiq/definisi_kompetensi.pdf
Tuismadi.(2015). Regional Statistics of South Aceh Regency 2015.Central Bureau of Statistics of South Aceh Regency.
Widoyoko.E.P. (2008).The Role of Teacher Certification in Improving Education Quality. . National Seminar on Improving the Quality of Education through Teacher Certification.University of MuhammadiyahPurworejo.
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ISBN 978-602-08985-3-7 Proceedings of the 1st International Conference on Innovative Pedagogy
(ICIP 2017) STKIP Bina Bangsa Getsempena May 18-19, 2017 Banda Aceh, Indonesia
USING MATHEMATICAL REPRESENTATION TO SOLVE WORD PROBLEM: ATTENTION CONTROL, ORGANIZING
INFORMATION AND ELABORATION
1Bansu Irianto Ansari
1Mathematics Education of Serambi Mekkah University [email protected]
ABSTRACT
Mathematical word problems includes problem-solving category. Many students are confused when the teacher gives the word problems because they do not know where to begin their work. The purpose of this study was to determine how students use attention control, organizing information, and elaboration when completing word problem. The sample consisted of 54 high school students from three different school levels were tested twice for two months. The result of the study showed there was progress from the initial test and the final test, which is about the students select and choose the manner deemed appropriate, the organization of information for managing the use of concepts and rules to describes the relationship to writing equations and solve them. Study showed that 1st group study, 2nd group study, and control group tended to have different mathematical expressions and written texts ability while solving algebra and geometry problems, whereas drawing ability tended to be the same for all 3 groups. Even when all relationships were recognised and correctly symbolised, integrating them into an equation was a common difficulty.
Keywords:Mathematical Representation; Attention Control; Organizing Information; Elaboration
Using Mathematical Representation To Solve Word Problem: Attention Control, Organizing Information and Elaboration. (Bansu Irianto Ansari)
64 INTRODUCTION
Mathematical representations is a skill that needs to be improved on the students to have the skill to solve word problems. NCTM (2000) states the ability of representation is one of the goals of learning mathematics in school. NCTM (1989) states representation is a new forms as a result of the translation of a problem or idea or translation of a diagram or physical models into symbols or words. An example is the visual presentation such as drawing, chart and tables, math expression and writes their own language, both formal and informal (written texts). There are three students thinking strategies when completing tasks those are attention control, organizing information and elaboration.
Kramarski (2000) stated that the students mathematical representations were classified into four categories: (a) verbal arguments based on visual analysis of the chart; (b) verbal arguments based on formal;
(c) numeric/algebraic arguments; and (d) arguments based on drawings that students added to the graph. Based on above the point (a) dan (b) relevant with written texs, point (c) relevant with methematical expression, dan point (d) relevant with drawings. There are three aspect mathematical representations will be assessed in the study that isconstruction of conceptual models such as drawings, tables, greaphs and diagrams (drawing); Create mathematical models (math expression) and verbal arguments base on analysis of formal images and concepts (written texts).Two judges who are expert in mathematics education analyzed students’explanations. Inter judge reliability coefficient was 0.88
Attention control refers to an individual’s capacity to choose what they pay attention to and what they ignore also known as endogenous attention or executive attention in lay terms, attention control can be described as an individual’s ability to concentrate. The Attention of student will be higher while encounter a question, because the answer need several associated concepts.In the Information organization thinking, students remember learned information in several ways. Information divide according to its categories then arranged and organized into patterns that can be used as problem solving.Elaboration thinking strategy is to associate lessons learned and integrate those to preexistent knowledge, so that students able to change complex information become simple ones as if a new packet knowledge. Then students create hypothesis to solve problems (Gagne, 1985).
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According to the explanation described above, features of thinking strategy pattern are:Attention control; (1) Able to remember more concepts that are relevant to problem, (2) Attention control to recall rules associated to problem, (3) Analyzing problem using available information.Information organization; (1) Organize all facts in order to become systematic information, (2) Create patterns and ideas then associate those to problem solving implementation. Elaboration; (1) Associate lessons learned and integrate those to preexistent knowledge; (2) Change complex information become simple information via models; (3) create hypothesis than implement proper problem solving method.
The characteristics of attention control thinking are relevant to write their own language, both formal and informal (written text), Information organization thinking is relevant to visual presentation such as drawing, chart and tables. Elaboration thinking is relevant to arrange model (mathematical expression), as expressed by NCTM (1989).
METHOD 1. Subjects
Subject samples are 54 students of senior high school (class X, age 15-16 years) chosen according to school level and basic knowledge level.
18 students are chosen at each school level and divided into 3 groups (1st group study, 2nd group study, and control group). Each group consists of 6 students. Respectively 2 students which have high initial test score (H), medium initial test score (M), and low initial test score (L) are chosen from each group study. Subject samples are given initial test, treatment, and final test. All classes involved were mixed-ability classes.