Wasilatul Murtafiah, Cholis Sa'Dija, Tjang Daniel Chandra, Susiswo, Moh. Zayyadi
This study aims to explore the decision-making process of novice and experienced teachers in designing mathematics problems. Data collection of decision-making process is done by interview based on the results of observations of problems designed by the teacher and the framework that includes the stage of generating ideas, clarifying ideas and assessing the reasonableness of ideas in creating mathematics problems. The findings show that in generating ideas, novice teachers are still less creative than experienced teachers. In clarifying ideas, experienced teachers always associate problem with real contexts close to students, while novice teachers create problems based on contexts that are still less associated to students' real life. When assessing the reasonableness of ideas, novice and experienced teachers alike have the confidence that the problems are designed according to students' abilities in which experienced teachers claimed that the problems also supported by students experiences. © 2020 IOP Publishing Ltd. All rights reserved.
Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Madiun, Jalan Setiabudi No. 85, Madiun, Indonesia; Mathematics Education Study Program, Faculty of Mathematics and Science, Universitas Negeri Malang, Jalan Semarang No. 5, Malang, Indonesia; Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Madura, Jalan Panglegur KM 3, Pamekasan, Indonesia
