Published
2024-08-30
Issue
Section
Articles
How to Cite
Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study
Raoda Ismail
Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, Mathematics Education, Cenderawasih University, Papua, Indonesia.
https://orcid.org/0000-0003-0327-5766
Heri Retnawati
Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, Indonesia.
https://orcid.org/0000-0002-1792-5873
Sugiman
Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, Indonesia.
https://orcid.org/0000-0003-1931-7537
Novita Intan Arovah
Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, Indonesia.
https://orcid.org/0000-0002-0779-3344
Okky Riswandha Imawan
Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, and Mathematics Education, Cenderawasih University, Papua, Indonesia.
https://orcid.org/0000-0002-9162-3822
DOI: https://doi.org/10.20448/jeelr.v11i3.5922
Keywords: Contextual learning, Cultural context, HOTS, Mathematics education, Merdeka Belajar curriculum, Papua, Phenomenological study, Qualitative research, Teacher preparedness.
Abstract
The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.