Abstract
The purpose of this study is to describe the profile of the Mathematical Disposition of mathematics education study programs on the use of probability theory modules. This research is a qualitative descriptive study. The subjects of this study were mathematics education students who were taking probability theory lectures. Data collection techniques are mathematical disposition questionnaires, interviews and documentation. Data analysis techniques using document analysis techniques. The results showed that the mathematical disposition of Mathematics Education study program students on the use of the Theory of probability module were in the high and very high categories. The mathematical disposition of students is reviewed from every aspect of the indicator in the high category. This study shows a description of the Mathematical Disposition profile of Mathematics Education study program students on the use of probability theory modules covering aspects of self-confidence, persistence, and perseverance, open or flexible thinking, interest, and curiosity, as well as monitoring and evaluating.
Highlights
By the 2013 curriculum, the affective aspects of mathematical disposition such as valuing the use of mathematics in life, an attitude of curiosity, attention, and interest in learning mathematics, as well as a tenacious and confident attitude in solving mathematical problems are aspects that students must have after the learning process
Mathematical disposition is important for students to have because a positive disposition will help increase students' understanding of mathematical concepts (Kusmaryono & Dwijanto, 2016) the mathematical disposition is important for prospective mathematics teacher students to have
The students’ mathematical disposition after using probability theory module is on high category and very high, this is appropriate with the research (Fitri et al, 2015) which shows that the lecture uses module, it can increase the student’s learning activity
Summary
By the 2013 curriculum, the affective aspects of mathematical disposition such as valuing the use of mathematics in life, an attitude of curiosity, attention, and interest in learning mathematics, as well as a tenacious and confident attitude in solving mathematical problems are aspects that students must have after the learning process. Students as professional teacher candidates must have mathematical disposition abilities. The ability of mathematical disposition is important for students to get accustomed to facing problems in life. Disposition is not just referring to attitude but a tendency to think and behave positively (Saija, 2012). Mathematical disposition is important for students to have because a positive disposition will help increase students' understanding of mathematical concepts (Kusmaryono & Dwijanto, 2016) the mathematical disposition is important for prospective mathematics teacher students to have
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