Percentage | Indicators |
---|---|
20 - 46% |
Developing
I am not concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
47 – 72% |
Proficient
Sometimes I am very much concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
73 – 100% |
Exemplary
Most of the time I am very much concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
Percentage | Indicators |
---|---|
20 - 46% |
Developing
I am not concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
47 – 72% |
Proficient
Sometimes I am very much concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
73 – 100% |
Exemplary
Most of the time I am very much concern, aware, appreciate, and react on values in teaching and learning of mathematics in the context of classrooms and any values which are implicit or explicitly embedded in the curriculum, textbooks, and anything related to the teaching and learning of mathematics.
|
Sub-construct of General Education Values:
Percentage | Indicators |
---|---|
20 - 44% |
Developing
I do not hold on to the belief in the principles of life where faith and religion play a big role. I do not hold on to the concept of God which embraces relationship with Him and relationship with His creation (the world and mankind). I do not pay attention to the religion (syariah) values and responding, evaluate, build and act upon them consistently.
|
48 – 72% |
Proficient
I sometimes hold on to the belief in the principles of life where faith and religion play a big role. I sometimes hold on to the concept of God which embraces relationship with Him and relationship with His creation (the world and mankind). I sometimes pay attention to the religion (syariah) values and responding, evaluate, build and act upon them consistently.
|
76 – 100% |
Exemplary
I strongly hold on to the belief in the principles of life where faith and religion play a big role. I strongly hold on to the concept of God which embraces relationship with Him and relationship with His creation (the world and mankind). I strongly pay attention to the religion (syariah) values and responding, evaluate, build and act upon them consistently.
|
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I do not behave in accordance with the suitable requirements of faith/believing in God. I am not concern in being ethical when fulfilling life needs, fulfilling safety needs, have wisdom, and believe in justice.
|
45 – 70% |
Proficient
I sometimes behave in accordance with the suitable requirements of faith/believing in God. I sometimes am ethical when fulfilling life needs, fulfilling safety needs, have wisdom, and believe in justice.
|
75 – 100% |
Exemplary
Most of the time, I behave in accordance with the suitable requirements of faith/believing in God. Most of the time I am ethical when fulfilling life needs, fulfilling safety needs, have wisdom, and believe in justice.
|
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I do not appreciate the primary value system within individuals’ characteristics and personality related to being disciplined, having high team work spirit, being accountable, and being innovative.
|
45 – 70% |
Proficient
Sometimes I appreciate the primary value system within individuals’ characteristics and personality related to being disciplined, having high team work spirit, being accountable, and being innovative.
|
75 – 100% |
Exemplary
Most of the time I appreciate the primary value system within individuals’ characteristics and personality related to being disciplined, having high team work spirit, being accountable, and being innovative.
|
Percentage | Indicators |
---|---|
20 - 44% |
Developing
I do not appreciate the importance and worth of knowledge, the culture of being diligence, importance of quality, virtue of precision, and culture of integrity.
|
48 – 72% |
Proficient
Sometimes I appreciate the importance and worth of knowledge, the culture of being diligence, importance of quality, virtue of precision, and culture of integrity.
|
73 – 100% |
Exemplary
Most of the time I appreciate the importance and worth of knowledge, the culture of being diligence, importance of quality, virtue of precision, and culture of integrity.
|
Percentage | Indicators |
---|---|
20 - 43% |
Developing
I am not aware and concern with mathematics education values occurring during the processes of teaching and learning mathematics which includes elements textbooks, and school culture. Sometimes I am not aware and concern with the teaching pedagogies such as theoretical, utilitarian, functional or internlizing knowledge values. I am not aware and concern with the learning pedagogies such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
45 – 70% |
Proficient
Sometimes I am aware and concern with mathematics education values occurring during the processes of teaching and learning mathematics which includes elements in textbooks, and school culture. Sometimes I am aware and concern with the teaching pedagogies such as theoretical, utilitarian, functional or internlizing knowledge values. Sometimes I am aware and concern with the learning pedagogies such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
72 – 100% |
Exemplary
Most of the time I am aware and concern with mathematics education values occurring during the processes of teaching and learning mathematics which includes the elements in textbooks, and school culture. Most of the time I am aware and concern with the teaching pedagogies such as theoretical, utilitarian, functional or internlizing knowledge values. Most of the time I am aware and concern with the learning pedagogies such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
Sub-construct of Mathematics Education Values:
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I totally do not practice or concern with the activities of teaching mathematics such as assessment, evaluations, homework, textbooks, softwares and lesson plans. I am totally not aware of the importance of teaching phylosophies such as theoretical, mathematics applications, mathematics functionality or internalizing knowledge.
|
45 – 70% |
Proficient
Sometimes I practice and concern with the activities of teaching mathematics such as assessment, evaluations, homework, textbooks, softwares and lesson plans. Sometimes I am aware of the importance of teaching phylosophies such as theoretical, mathematics applications, mathematics functionality or internalizing knowledge.
|
75 – 100% |
Exemplary
I always practice and concern with the activities of teaching mathematics such as assessment, evaluations, homework, textbooks, softwares and lesson plans. I always aware of the importance of teaching philosophies such as theoretical, mathematics applications, mathematics functionality or internalizing knowledge.
|
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I am totally not aware and concern with the psychological of learning mathematics such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
45 – 70% |
Proficient
Sometimes I am aware and concern with the psychological of learning mathematics such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
75 – 100% |
Exemplary
Most of the time I am aware and concern with the psychological of learning mathematics such as behaviorism, cognitivism, constructivism, and integrated perspective.
|
Percentage | Indicators |
---|---|
20 - 44% |
Developing
I am not concern on what and how the discipline of mathematics based on different culture setting being developed and spend little time preparing suitable activities, provide encouragement, portray examples and assist students to experience the constructions of mathematics knowledge efficiently.
|
46 – 70% |
Proficient
Sometimes I am concern on what and how the discipline of mathematics based on different culture setting being developed and not all the time work hard preparing suitable activities, provide encouragement, portray examples and assist students to experience the constructions of mathematics knowledge efficiently.
|
72 – 100% |
Exemplary
I am always concern on what and how the discipline of mathematics based on different culture setting being developed and work extra hard preparing suitable activities, provide encouragement, portray examples and assist students to experience the constructions of mathematics knowledge efficiently.
|
Sub-construct of Mathematics Values:
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I do not pay attention at all to the most suitable values which underlie the epistemology (theory of knowledge) of mathematical knowledge with regards to empiricism, rationalism, and pragmatism.
|
45 – 70% |
Proficient
I pay less attention to the most suitable values which underlie the epistemology (theory of knowledge) of mathematical knowledge with regards to empiricism, rationalism, and pragmatism.
|
75 – 100% |
Exemplary
I pay a lot of attention to the most suitable values which underlie the epistemology (theory of knowledge) of mathematical knowledge with regards to empiricism, rationalism, and pragmatism.
|
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I do not pay attention on values which are concern with the relationship between individual and mathematics such as the control value, developmental value, and civilization values of mathematics knowledge.
|
47 – 67% |
Proficient
I pay attention on values which are concern with the relationship between individual and mathematics such as the control value, developmental value, and civilization values of mathematics knowledge.
|
73 – 100% |
Exemplary
I pay a lot of attention on values which are concern with the relationship between individual and mathematics such as the control value, developmental value, and civilization values of mathematics knowledge.
|
Percentage | Indicators |
---|---|
20 - 40% |
Developing
I am not interested at all in the rules and patterns of interpersonal behavior values which are concern with the relationship between society and mathematics which involves the mysterious values, openness values, and integrated values of mathematics content.
|
47 – 67% |
Proficient
I am somewhat interested in the rules and patterns of interpersonal behavior values which are concern with the relationship between society and mathematics which involves the mysterious values, openness values, and integrated values of mathematics content.
|
73 – 100% |
Exemplary
I am very much interested in the rules and patterns of interpersonal behavior values which are concern with the relationship between society and mathematics which involves the mysterious values, openness values, and integrated values of mathematics content.
|