Open AccessMathematics teacher knowledge in higher-order thinking skill: curriculum, pedagogy, and assessment
Author(s) -
Damianus D. Samo,
Siprianus Suban Garak,
Talisadika Serrisanti Maifa
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1663/1/012012
Subject(s) - mathematics education , higher order thinking , curriculum , likert scale , psychology , multivariate analysis of variance , pedagogy , value (mathematics) , knowledge level , cognitively guided instruction , teaching method , mathematics , developmental psychology , statistics
This study aims to investigate mathematics teachers’ knowledge of higher-order thinking skills as an evaluation for improvement, enhancement, and development. This research is quantitative research with a survey method involving 132 mathematics teachers in East Nusa Tenggara. They have completed the Professional Teacher Education at the University of Nusa Cendana in 2019. The instruments used are a curriculum knowledge questionnaire, pedagogy, and assessment consisting of 98 statements (36 curriculum knowledge, 28 pedagogical knowledge, and 24 assessment knowledge). The data analysis stage is categorizing the level of mathematics teacher knowledge using Likert’s Summated Rating, then analysis of correlation, regression, and Manova. Mathematics teacher’s knowledge in higher-order thinking skills is at a high level of 34.1% (45 teachers) and a medium level with a value of 65.9% (87 teachers). The correlation value between the teacher’s background and knowledge of higher-order thinking skills is in the low category with a very small coefficient of determination. Teaching level and gender show a significant influence on knowledge of higher-order thinking skills. Gender, age, and level of teaching have a significant effect partially on teacher knowledge; it also affects knowledge of higher-order thinking skills. However, the teaching level aspect did not significantly influence pedagogical knowledge.