Initial Mathematical Abilities Research Articles

Analysis of students' critical thinking skills in solving mathematics problems in terms of students' initial ability

This study aimed to analyze the effect of initial mathematics ability on the critical thinking ability of seventh-grade students of SMP Negeri 8 Padangsidimpuan in solving mathematics problems. Using a qualitative descriptive method, this study involved six students from class VII-D who were selected based on the initial ability test, which was categorized into high, medium, and low. The analysis focuses on four aspects of critical thinking: interpretation, analysis, evaluation, and inference. Based on the data obtained through critical thinking tests and interviews, the results showed significant variations in critical thinking ability according to students' initial ability levels. Students with high initial ability showed full mastery of all four critical thinking indicators, while students with moderate ability achieved two indicators, and students with low initial ability did not fulfil the critical thinking indicators. These results indicate that initial math ability significantly affects student's critical thinking skills in the context of mathematical problem-solving. The implications of this study provide important insights for developing educational strategies that target improving critical thinking skills, taking into account students' initial mathematical abilities.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK PADA MATERI PELUANG DITINJAU DARI KEMAMPUAN AWAL MATEMATIS

This study was conducted to analyze the problem-solving ability of grade XII students of SMKN 2 Karawang for the 2023/2024 Academic Year in terms of their initial mathematical abilities. This research uses a qualitatively descriptive approach. The subjects consisted of six students who were selected representatively to represent each level of initial mathematical ability. Data was collected based on problem-solving ability tests and initial mathematical ability tests. The collected data were analyzed to evaluate students' problem-solving abilities in three categories: high, medium, and low math skills. Students who have high initial mathematical abilities manage to precisely meet all indicators at each stage of problem solving. Students with moderate initial mathematical ability still do not meet the indicators at all stages of mathematical problem solving. Students with low initial mathematical ability understand all indicators but do not apply them to every solution.

IMPLEMENTASI MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN MATEMATIKA

This research aims to see whether there are significant differences or interactions in mathematics learning outcomes with the problem-based learning model carried out at the elementary school level by correlating them with the student's gender. This research was carried out at SDN 074 Ayudia, Bandung City using a quantitative approach. This research uses a survey method and Two Ways ANOVA test analysis to see the relationship between student mathematics learning outcomes, student class, and student gender. The population of this study were students at SDN 074 Ayudia with a sample of 82 students consisting of 27 students in class VI A, 27 students in class VI B, and 28 students in class VI C. In this study, it was found that there were significant differences between student learning outcomes. class VI A, B, and C were analyzed based on male and female gender. However, from these differences, there was no significant interaction with student learning outcomes. Apart from that, it was found that there were no significant differences between classes VI A and VI B, whereas in classes VI A and VI C and VI B and VI C there were significant differences in the treatment of mathematics learning using the problem-based learning model. Thus, for further research, it is hoped that classes in mathematics learning can be prepared with each class providing a different learning model that is linked to students' initial mathematical abilities to see the differences and interactions in their learning outcomes.

Analisis kemampuan argumentasi matematis siswa pada materi bangun ruang sisi datar ditinjau dari kemampuan awal matematika

The aim of the research is to determine the level of students' argumentation ability to solve surface area and volume problems based on students' initial mathematical abilities. This research focused to discover new things that students do in solving problems based on the level of Toulmin argumentation ability. The methodology for taking subjects in this research was purposive, namely by categories of students with high, medium and low abilities, looking at the students' report cards. Students with a high level of initial argumentation can state claims, evidence and reasoning well but are less able to provide rebuttals. Students with a medium initial level of argumentation are only able to state claims and data well. Meanwhile, students with a low level of initial argumentation always make wrong claims and are not able to show evidence, reasoning and rebuttal to support their claims. High entry level students' argumentation abilities are at level 2 except for the rebuttal component, the rebuttal component is at level 0 where students tend to be unable to make counterclaims and unable to reject false statements. Students' argumentation abilities are not all students' initial argumentation abilities are at level 1, where students' ability to make claims and evidence is at level 2 while the ability to make rebuttals is at level 0. Students' initial argumentation abilities are low at level 0 where students are not able make claims, evidence, reasoning, and rebuttal well.

Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability

The unavailability of teaching materials that can support mathematical problem-solving abilities and are integrated with Islamic teaching values makes it difficult for SMP IT educators to hone students' mathematical problem-solving abilities and difficulties in instilling Islamic values in students. One solution that educators can use in learning is to use e-modules. E-module is a teaching material that has the characteristics of independent learning principles. This research aims to see the effectiveness of using mathematics e-modules that are integrated with Islamic values in facilitating students' mathematical problem-solving abilities. This type of research is pre-experimental research and the research design is one group pre-test-post test design. The sampling method is purposive sampling, where one class is taken directly from the population as a research sample. The subjects of this research were 24 students in class VIII.1 at SMP IT Qurrata A'yun Batusangkar. The effectiveness of the mathematics e-module can be seen from the comparison of the results of the pre-test and post-test of students' mathematical problem-solving abilities. The final results of the student's mathematical problem-solving ability test obtained were 57% of the total maximum score, while the results of the student's initial mathematical problem-solving ability test were only 22% of the maximum score. Because 57%>22%, these results indicate that the use of Islamic integrated mathematics e-modules is effective in facilitating students' mathematical problem-solving abilities.

METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION

One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.

Deskripsi Kreativitas Siswa dalam Menyelesaikan Soal TIMSS

This research explores students' creativity in solving problems using the TIMSS cognitive domain. This qualitative study employs a descriptive method with two eighth-grade students in Gowa as the research subjects. The selection of subjects is based on their initial mathematical abilities in the eighth grade, and students with high capabilities are grouped accordingly. The instruments used for data collection include a mathematics creativity test and interview guidelines. The study focuses on three aspects of creative thinking abilities: fluency, flexibility, and originality. The result of this study indicates that (1) the subject in the cognitive domain of applying algebraic content, high initial abilities meet the aspects of fluency and flexibility. This meant that obtained creative thinking ability level 3 (creative); (2) in the cognitive domain of reasoning, the subject's algebraic content fulfills the flexibility aspect. This means obtaining creative thinking ability level 2 (creative enough).

Construction of reflective thinking: A field independent student in numerical problems

In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.

Augmented Reality: The Improvement of Computational Thinking Based on Students' Initial Mathematical Ability

Augmented Reality: The Improvement of Computational Thinking Based on Students' Initial Mathematical Ability

Improving prospective mathematics teachers’ reversible thinking ability through a metacognitive-approach teaching

Reversible thinking ability is an individual ability to do a cognitive process by reverse action, contributing to one of the student’s competencies in solving mathematical problems. Many students encounter difficulties in solving problems that require reversible thinking due to the limitedness of teachers’ proficiency in mastering this ability. Different studies have suggested various teaching approaches to improve this ability in teacher education; however, teaching with a metacognitive approach has not yet been addressed in the recent study. Therefore, this study aims to improve prospective teachers’ reversible thinking ability through metacognitive-approach teaching. A quasi-experimental method with a pre-test, intervention, and post-test design was used in this study. The participants were 118 prospective mathematics teachers at two universities in Bandung, Indonesia, divided into two groups: 58 were in the experimental group, and the rest were in the control group. The participant’s initial mathematical ability (IMA) in both groups was categorized into high, moderate, and low. Using t-test, Mann-Whitney test, and Kruskal-Wallis test, the result shows a meaningful difference in the improvement of reversible thinking ability between prospective teachers who received the metacognitive-approach teaching and those who did not. However, there is no significant interaction effect between the teaching approach and initial math ability on the improvement of reversible thinking ability. To conclude, the recent study’s findings revealed that the metacognitive approach effectively improves prospective teachers’ reversible thinking in all IMA levels. Thus, it needs to be considered one of the alternative teaching approaches in higher education, especially in teacher education.

Analisis Kemampuan Penalaran Matematis Awal Siswa SMP dalam Memahami Permasalahan Koordinat Kartesius Berbasis RME

This research was conducted with the aim of describing the initial mathematical reasoning ability level of junior high school students on the topic of Cartesian coordinates. This research uses descriptive qualitative method. The subjects in this study were 38 grade VIII students of SMP IT Al Hijrah Medan. The research instrument used was in the form of four questions worked on by students with a duration of 60 minutes. Data collection techniques in this study are through observation, interviews, and documentation. Documentation plays an important role in this research because it describes how the research process takes place. The research began with the observation stage, and continued with taking tests of students' mathematical reasoning abilities, then the researchers conducted interviews with students regarding student test results. The results showed that the students' initial mathematical reasoning abilities were still at a low level. In this case, the researcher found that students' initial reasoning abilities had not been able to help students in solving problems.

Comparison of Problem-Based Learning and Discovery Learning To Improve Students' Mathematical Critical Thinking Skills

The learning model applied in mathematics learning is expected to shape, develop and even improve students' critical thinking skills. This study aimed to: (1) analyze the differences in the improvement of students' mathematical critical thinking skills between students who learn to use the Problem Based Learning model and students who use the Discovery Learning model, and (2) to find out the interaction between the learning model and students' initial mathematical abilities towards improving their students' mathematical critical thinking ability. The research used a quasi-experimental type with a 2 x 3 factorial design that uses a two-way analysis of variance technique. This research took place at Public Senior High School 6 Ambon. The test instrument used was in the form of descriptive questions, which are based on indicators of mathematical critical thinking skills, according to Facione. Data analysis carried out in this research was in the form of normality test, homogeneity test, gain index analysis, and hypothesis testing. The research hypotheses were tested using Two-Way ANOVA. The results obtained indicate that: (1) there is no difference in increasing mathematical critical thinking skills between students who learn by using the Problem Based Learning learning model and students who learn by using the Discovery Learning learning model, and (2) there is a difference in the improvement of students' mathematical critical thinking skills based on their students' initial mathematical abilities, (3) learning models and students' initial mathematical abilities are believed to be 95 percent able to influence the improvement of students' mathematical critical thinking skills.

The Effect of the Write Pair Switch Method on Student’s Reasoning Ability Based on Initial Ability

abilities of students who studied with conventional methods and those who studied with the write-pair-switch method. This study was carried out at one of the public high schools for the 2022–2023 academic year. A posttest-only control design was used in the quasi-experimental research methodology. The study sample consisted of 85 students, consisting of 43 control class students and 42 experimental class students. Each class is subdivided into 3 levels based on their initial mathematical ability, namely low, medium, and high levels. Two-way ANOVA is the method of data analysis employed. The findings indicated that students' mathematical reasoning skills were impacted by the learning strategies used. The degree of a student's initial mathematical proficiency affects their capacity for mathematical reasoning. There is no relationship between learning strategies and the degree of pupils' innate mathematical competence in terms of their capacity for mathematical reasoning.

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

The development of critical thinking skills has emerged as a global concern in a variety of fields, including education. The purpose of this research is to shed light on the connection that exists between one's prior knowledge and the mathematical critical thinking skills that are acquired through the use of quantitative methods. Collecting data through the use of mathematical instruments, mathematical critical thinking tests, and daily test data for the prerequisite material based on the average student's performance. High school students in the eleventh grade made up the study's sample population. The findings of the research indicate that there is a positive connection between mathematical background knowledge and critical thinking abilities in that subject area. It is possible to draw the conclusion that the material that serves as initial knowledge and is therefore a prerequisite needs to be studied extensively in order to have broad insight that contributes to the success of learning the subsequent material. In spite of this, the researchers discovered that the number of students who fell into the high and medium categories of critical thinking skills was lower when compared to the number of students who fell into the second category when it came to their initial mathematical abilities. In other words, there has been a rise in the proportion of students who score poorly on tests of their ability to engage in critical thinking. These additional aspects should be sought out and incorporated as research fodder in subsequent studies.

Pengaruh Model Pembelajaran Two Stay Two Stray Terhadap Kemampuan Komunikasi Matematis Siswa

The study's objective was to determine the effect of the mathematical communication abilities of students after applying the cooperative learning model type two stay two stray and direct learning on students' initial mathematical abilities. This quasi-experimental research uses a treatment-by-level research design. The study was conducted at SMA State 1 Wonosari Senior High School in the odd semester of the 2022-2023 academic year with a sample of 72 students in class XI. While the data were obtained from instruments in the form of essay and multiple-choice tests that each are intended to test students' mathematical communication abilities and initial mathematical abilities. Further, the data analysis used a Two-way Analysis of Variance to test the study hypothesis. The findings revealed that: 1) Students who are taught with the TSTS learning model have higher mathematical communication abilities than those who are taught with the direct learning model; 2) There is an interaction effect between learning models and initial mathematical abilities on students' mathematical communication abilities; 3) Students with high initial mathematical abilities who are taught with the TSTS learning model have higher mathematical communication abilities than those who are taught with the direct learning model; 4) Students with poor initial mathematical abilities who are taught with the TSTS learning model have lower mathematical communication abilities than those who are taught with the direct learning model.

KEMAMPUAN AWAL MATEMATIS MAHASISWA PROGRAM STUDI BUDIDAYA PERAIRAN

This study aims to describe the initial mathematical abilities of students of the Aquaculture Study Program, Faculty of Fisheries, University of 45 Mataram. This type of research is a survey with a quantitative descriptive approach. This research was conducted at University 45 Mataram in odd semesters in October 2022. The samples in this study were 31 students of the Aquaculture Study Program, Faculty of Fisheries, University of 45 Mataram. Retrieval of data in this study using test instruments and analyzed using descriptive statistical analysis.The results showed that 9 students or 29.03% of students were included in the category of low initial mathematical ability and 70.97% or 22 students were included in the category of very low initial mathematical ability. The average student score of 46.67 is included in the category of very low initial mathematical ability.

AUGMENTED REALITY: IMPROVEMENT OF CRITICAL THINKING BASED ON STUDENTS' INITIAL MATHEMATICAL ABILITY

This research is motivated by the importance of mathematical critical thinking skills for students, as well as the rapid development of information technology in the digital era. This study specifically aims to improve students' mathematical critical thinking skills through the application of Augmented Reality (AR)-based learning media with 3D unity that can be used in online learning and offline learning based on Initial Mathematical Ability (IMA). Augmented Reality is a technology that combines three-dimensional virtual objects into a real environment and then projects these virtual objects in real-time. While the initial mathematical ability is one of the factors that influence the learning of mathematics, the higher the initial mathematical ability of a student, the better the level of the student's mathematical critical thinking ability. This research is quantitative research (quasi-experimental), while the research subjects are students at one of Pekanbaru's state junior high schools class VII for the academic year 2022/2023, as many as 30 students who are randomly selected by the class. This research was conducted on the material of flat shapes, especially triangles and quadrilaterals. The data collection method used was a mathematical critical thinking ability test. The test result data was processed by statistical tests, including a normality test, homogeneity test and two-way ANOVA test. The results showed that the improvement of mathematical critical thinking skills of students who received learning using augmented reality media with Unity 3D was better than the improvement of mathematical critical thinking skills of students who received conventional learning based on students' initial mathematical abilities.

STUDENTS' GEOMETRY THINKING ON CIRCLE MATERIAL BASED ON VAN HIELE'S THEORY

The purpose of this study was to describe students' geometric thinking skills on circle material based on Van Hiele's theory (Visualization, Analysis, Informal Deduction, Deduction, Rigor). The subjects of this study were 3 students of class IX-A SMP Hang Tuah 4 Surabaya based on their initial mathematical abilities (high, medium, and low). The initial mathematical ability data was obtained from data on report cards for the even semester of the 2021-2022 academic year and based on the considerations of the mathematics teacher for class IX-A. This type of research is descriptive qualitative research. Collecting data in this study used tests and interviews. The test instrument used in this study was a circular geometry test in the form of mathematical questions with circle material arranged based on the Van Hiele indicator without stage 4 (Rigor) with the consideration that the research was conducted in class IX SMP so students have not been able to understand the material at stage 4 (rigor). Student with high initial mathematical abilities, geometric thinking abilities is already at stage 2 (informal deduction). Student with medium mathematical abilities, geometric thinking skills is at stage 2 (informal deduction). Student with low mathematical abilities, geometric thinking skills is at stage 0 (visualization).

Peningkatan Kemampuan Matematika Permulaan Dengan Media Komputer Pada Anak Usia 5-6 Tahun Di TK Taman Harapan Bekasi

This study aims to improve the initial mathematical ability with computer media in children aged 5-6 years. The method used is qualitative research through Classroom Action Research (CAR) with a spiral cycle model developed by Kemmis and Mc. Taggart. Data collection techniques were carried out using direct observation instrument sheets, field notes and documentation. The instrument was carried out in each cycle to determine the increase in initial mathematical abilities in children aged 5-6 years through computer media. Research shows that there is an increase in initial mathematical ability in children aged 5-6 years through computer media, namely in the pre-study the percentage is 43%, the first cycle is 65%, and the second cycle is 89%. The results in cycle II have exceeded the target to be achieved by the researchers, which is 70%. The results of improving early mathematical abilities in children aged 5-6 years through computer media in group B of Taman Harapan Bekasi Kindergarten can be said to be successful.

The Effectiveness Of Rme Approach With Assisted By Learning Media On Students’ Mathematical Problem-Solving Abilities At Smp Negeri 8 Percut Sei Tuan

The purpose of this research is: 1) The effectiveness of the RME approach on mathematical problem-solving abilities at SMP Negeri 8 Percut Sei Tuan as compared to ordinary learning. 2) There is a relationship between students’ problem-solving skills and their initial ability (low, medium, high). The research was conducted at SMP Negeri 8 Percut Sei Tuan from May to June 2022. All the seventh-grade students at SMP Negeri 8 Percut Sei Tuan were subjects of this study. A random sample of 30 students from each class, VII-1 as the experiment class and VII-2 as the control class, was taken. This research is included experimental research using quasi-experiment methods. The instrument utilized were, an introductory mathematical aptitude test, problem-solving test, a sheet of student’s activity observation, and a questionnaire with student responses. The data analysis use in this research is ANAVA two-ways. The findings of this study revealed that: 1) RME approach with assisted by learning media on problem solving ability is effective compared to ordinary learning, and 2) there was no interaction between learning and students’ mathematical initial ability low, medium, and high on students’ mathematical problem-solving ability. The researcher recommended using the RME technique with the use of learning media as an alternate method for teachers to help pupils improve their problem-solving skills