Abstract
Productive disposition refers to the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and a doer of mathematics. Disposition refers not simply to attitudes, but to a tendency to think and to act in positive ways. This study aimed to analyze the productive disposition and its correlation with mathematics achievement of Islamic Junior High School students. A total of 149 Islamic Junior High School students in Jombang was procured as samples. Statistical analysis was based on the Spearman rank correlation and on the t-test. The findings showed that at average, the productive disposition of the Islamic Junior High School students were categorizing low. Furthermore, there was a positive and significant correlation between the productive disposition and mathematics achievement of the Islamic Junior High School students, though the correlation coefficient was not high. An observation was also made to analyze this correlation, and it was found that though some students have good the productive disposition, sometimes they could not do the tests well, because of the condensed curriculum, and also their social activities, which make their mathematics achievement become lower. Another finding was that Islamic Junior High School students need teachers with various mathematics teaching strategies for them to gain better the productive disposition. Key words: P roductive Disposition, Mathematics Achievement. DOI: 10.7176/JEP/12-10-16 Publication date: April 30 th 2021
Highlights
IntroductionStudies have been made along decade, according to student mathematics achievement through a specific (mathematics, communication, reasoning, connection, or problem solving ability) or in general evaluation.Researcher tried to increase the student mathematics achievement through various learning strategy implementation
Studies have been made along decade, according to student mathematics achievement through a specific or in general evaluation.Researcher tried to increase the student mathematics achievement through various learning strategy implementation
A conclusion has been made that student mathematics achievement were increased through the learning strategy implementation
Summary
Studies have been made along decade, according to student mathematics achievement through a specific (mathematics, communication, reasoning, connection, or problem solving ability) or in general evaluation.Researcher tried to increase the student mathematics achievement through various learning strategy implementation. Studies have been made along decade, according to student mathematics achievement through a specific (mathematics, communication, reasoning, connection, or problem solving ability) or in general evaluation. A conclusion has been made that student mathematics achievement were increased through the learning strategy implementation. According to the NCTM, instead of making evaluationofn the specific mathematics ability mentioned above, we have to evaluate the student productive disposition as well. Some other aspects which important known as affective aspects was added in this study, those aspects are: attitude or predisposition, self concept, and moral (Diknas, 2008). All these aspects will apparent in every aspect of student mathematical activities
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