Abstract
MMathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another. This study aims to find mathematical connection ability patterns in terms of self-concept. The research method used is mixed methods with concurrent embedded design, quantitative research analysis using true experimental design, while qualitative research analysis uses the Miles and Huberman model. The population in this study was eighth-grade students of SMP Negeri 13 Semarang, Indonesia, and sampling was done by random sampling technique. The results showed that the mathematical connection ability pattern in terms of mathematical self-concepts is diverse. It is found that there were two patterns of mathematical connection ability in subjects with high self-concept. In subjects with moderate self-concept, three patterns of mathematical connection ability subjects with low self-concept, three patterns of mathematical connection ability are found
Highlights
Mathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another
Mathematical connection ability is one of the abilities that must be possessed by every student
This is consistent with the research of Linto et al (2012) which states that in learning mathematics, junior high school students still find it difficult to relate the material they are learning with the prerequisite material that they have learned; mathematical connection ability of junior high school students
Summary
Mathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another. PBL uses self-concept categories which indicators of real-world problems as a context for students to each activity were observed based on tests of learn about critical thinking and problem-solving mathematical connection ability.
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