Mathematical Ability Test Research Articles

Analysis of Mathematical Problem-Solving Ability in Terms of Multiple Intelligence, Cognitive Style and Learning Style of Junior High School Students

This study aims to describe: (1) the mathematical problem-solving ability of Sleman Regency's JHS students, (2) whether there is a difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) whether there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) whether there is a difference in students' mathematical problem-solving ability in terms of learning style, and (5) whether there is an interaction between multiple intelligences, cognitive style and learning style. The research method used is a survey method with a quantitative approach. The research population is JHS students in the 2023/2024 school year in Sleman. The sample is 434 students, determined using a stratified proportional random sampling technique. The instruments used were a mathematical problem-solving ability test, a GEFT test, a multiple intelligence questionnaire, and a learning style questionnaire. The data analysis is descriptive statistics to determine students' mathematical problem-solving ability level and inferential statistics using a three-way ANOVA test to describe students' mathematical problem-solving ability's differences in terms of multiple intelligence, cognitive style and learning style, and to describe the interaction between multiple intelligences, cognitive style and learning style. The analysis showed that: (1) the mathematical problem-solving ability average score of Sleman's JHS students is 53.49 which is in the moderate category, (2) there is no difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) there is no difference in students' mathematical problem-solving ability in terms of learning style, and (5) there is no interaction between multiple intelligence, cognitive style and learning style of students.

Dimensional versus categorical approach: A comparative study of mathematical cognition

BackgroundResearchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability. Method104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability. ResultsMixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach. ConclusionsThe dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.

Analyzing Student’s Mathematical Critical Thinking Ability of Concept Newman’s Error Analysis Review from Habits of Mind

This study aims to analyze and describe the mistakes made by students in completing mathematical critical thinking skills in terms of habits of mind (HOM) with three categories, namely limited, developing, and proficient. The review was also analyzed from the factors that led to the occurrence of errors based on error analysis according to Newman. This research uses qualitative research methods. The data collection techniques used are questionnaires, tests, and interviews. The instruments used are HOM questionnaires and mathematical critical thinking ability tests. The selection of the study subject was carried out purposively with the consideration that the subject had a HOM category. A total of 25 students who filled out the HOM scale and mathematical critical thinking ability test, 3 students were selected to be interviewed based on the HOM category classification. The data analysis techniques used in this study are data reduction, data presentation, and drawing conclusions. Based on the results of the study, students with limited HOM were only able to solve questions up to indicator 1 because they made mistakes in reading and process skills. Students with HOM develop, only able to solve problems up to indicator 2 due to Comprehension and transpormation errors. Students with proficient HOM, are able to solve questions up to indicator 3 because they make mistakes in the skill and encoding process.

Computational Thinking Readiness Level of First-Year Students of Mathematics Education

The main objective of this study was to measure the level of computational thinking readiness in prospective first-year mathematics education students. In addition, this study also aims to identify factors that influence their level of readiness towards computational thinking. This research is qualitative and descriptive in nature. This study describes first-year mathematics education students' mathematical computational thinking ability based on the theory of mathematical computational thinking. This study was conducted on first-year mathematics education students in the academic year 2023/2024. There were 16 first-year mathematics education students, all of whom were taken as samples in this study, to obtain more in-depth information about the computational thinking ability of first-year mathematics education students for further research development. The instruments used to collect data on first-year mathematics education students' mathematical computational thinking ability are (1) a mathematical computational thinking ability test and (2) an interview. The data obtained were calculated using statistical tests, and the results will be explained in depth. The mean score of the first-year mathematics education student's computational thinking ability test was 59.68, indicating that students generally have a fairly good level of computational thinking ability.

Enhancing mathematical problem-solving ability through project-based learning: A study of vocational high school student

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Development of domino media to improve problem solving and mathematical communication for Islamic boarding school students

Mathematical problem solving and communication skills are important factors in learning mathematics. Therefore, it is necessary to develop learning media, especially in Islamic boarding school curricula where the learning load is greater than the regular curriculum. On this basis, the aim of this research is to develop domino card media to improve problem solving and mathematical communication skills of Islamic boarding school students. Development was carried out at Al-Izzah IIBS Batu Middle School, Malang, using the ADDIE model. Data obtained from documents, observations, questionnaires and tests were analyzed using qualitative and quantitative approaches. Based on the results of the validation analysis, the domino card media was declared valid from the aspects of design, material, curriculum, consistency, language, practicality, problem solving development and mathematical communication. Meanwhile, the effectiveness of using domino card media in learning is classified as effective, if seen from the results of the problem solving ability test with an N-Gain score of 76.79%, and the results of the mathematical communication ability test with an N-Gain score of 61.79%. Many factors cause this non-optimality, including a lack of mathematics lesson hours, a busy lesson schedule that is less suited to conditions, many demands on students, and the learning load in the curriculum.

Exploration Mathematical Aesthetics through Logical and Critical Thinking Based on High Mathematical Ability

This study aims to explore the logical and critical thinking process of junior high school students in solving ill-structured problems based on mathematics ability. The research subject consisted of one student with high mathematics ability. The supporting instruments for data collection were: 1) Test of Mathematical Ability (TKM) consisting of 10 items in the form of descriptions to select subjects with high mathematical ability, 2) Ill-structured Problem Task (TMI), 3) Interviewing the subject based on the task (TMI). The data analysed in this study are interview transcript data, document data and field notes. This study used three stages in data analysis, namely data condensation, data display and conclusion drawing and verification. To validate the findings, the author applied method triangulation until consistent data was obtained, i.e. the data was structured and the content was relatively the same. Furthermore, consistent data in this study is categorised as research data. The results showed that the logical and critical thinking process of high mathematics ability students in solving ill-structured problems consisted of: (1) problem representation; (2) Generating Solution; (3) Justification; and (4) Monitoring and Evaluation. Based on the results of research related to the exploration of mathematical aesthetics through logical and critical thinking, it is recommended as material for further research development in terms of other aspects

The Impact of Rich Teaching of The Concept on Mathematical Ability and The Survival of The Learning Impact of Basic Seventh Grade Students

The study aims to demonstrate the impact of rich teaching of the concept on mathematical ability and the survival of learning impact. The study relied on the experimental approach. It represents the research community of all seventh grade students in Irbid governorate, and reaches the size of the study sample (44) students distributed to two groups: a pilot group taught by rich conceptual teaching and the other is a control group taught in the traditional way. A mathematical ability test was prepared and re-applied two weeks later to measure the level of survival of the learning impact and the results of the study showed statistically significant differences at the indicative level (0.05) in the average scores of female students of the experimental and control group in the mathematical ability test, and they were in favour of the pilot group studied through the rich teaching of the concept, It also showed that there were no statistically significant differences at the indicative level (0.05) between the average pilot group in the dimensional and deferred application.

Analysis of Mathematical Connection Ability and Self-Confidence on Junior High School Students

This research is motivated by the importance of students’ mathematical connection abilities and self-confidence in learning mathematics. Mathematical connection ability is an important factor in understanding mathematical concepts. The aim of this research is to analyze the level of students’ mathematical connection abilities and junior high school students’ self-confidence. The method used in this research is a descriptive-qualitative method. The research subjects were 37 students in class VIII-C of SMPN 3 Margahayu. The instruments used were four items of mathematical connection test material on the System of Two-Variable Linear Equations and non-tests of students’ confidence in learning mathematics. The results of the analysis show that the average score of all mathematical connection ability test questions in indicator 1 using relationships between mathematical topics is 5%, indicator 2 is understanding equivalent representations of the same concept (36%), indicator 3 uses mathematics in everyday life (52%), and indicator 4 uses mathematics in other subjects (27%). So the average is 30%. So the students’ mathematical connection ability is included in the low category. Most students are unable to solve problems with indicators using relationships between mathematical topics. This is shown by the results of the mathematical connection ability test; students did not connect optimally. But in learning mathematics, students already have good self-confidence.

PENGARUH MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE (SSCS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK

This study aims to determine whether there is an effect of the Search, Solve, Create, and Share (SSCS) learning model on students' mathematical problemsolving ability and to see how much influence the SSCS learning model has on students' mathematical problemsolving skills. This research uses a quantitative approach with a quasi-experiment method with a pretest-posttest control group design. The population of this study were all VIII grade students in one of the junior high schools in Bogor Regency. The samples used were class VIII-2 as the control class using conventional learning model and class VIII-4 as the experimental class using SSCS learning model. Data was collected through a mathematical problemsolving ability test in the form of five description questions on Social Arithmetic material. The data obtained were analyzed using T test and Effect Size test. The results of data analysis showed that there was an effect of SSCS learning model on students' mathematical problemsolving ability. The effect size of SSCS learning model on students' mathematical problemsolving ability is 0.39 with moderate category.

Analisis kemampuan komunikasi matematis peserta didik ditinjau dari perbedaan gender

Mathematical communication skills are the basic abilities that students must have in learning mathematics. This research aims to analyze students' mathematical communication skills in terms of gender differences. This type of research is qualitative descriptive research. The subjects in this research were class VIII students at MTs Hasanah Pekanbaru consisting of 3 male students and 3 female students with the categories of high, medium and low ability students. The data collection technique in this research is a test technique using a mathematical communication ability test instrument and a non-test technique, namely an interview guide. The data analysis technique is carried out using the stages of data reduction, data presentation, and drawing conclusions. The results of this study showed that in the high category, male subjects met 3 indicators and less than 1 indicator, while female subjects met 4 indicators. Then in the medium category, male subjects meet 3 indicators and do not meet 1 indicator, while female subjects meet 2 indicators and do not meet 2 indicators. Furthermore, in the low category, male subjects did not meet 1 indicator and did not meet 3 other indicators, while female subjects did not meet 3 indicators and did not meet 1 indicator.

Development of Game-Based Mathematics Learning Media to Improve Mathematical Understanding Abilities

This research aims to develop mathematics learning media in the form of games. Apart from that, this research aims to determine the feasibility and find out whether the learning media being developed is appropriate and can improve students' understanding abilities in mathematics subjects. This type of research is development research with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects were class VII students at YP Sunan Dalem Gumeno Middle School. The research instruments used in this research were (1) Interview Guide (2) Validation Sheet (3) Student Response Questionnaire (4) Mathematical Understanding Ability Test Questions. The mathematics learning media in the form of games developed is expected to improve students' mathematical understanding abilities. The validation results from media experts and material experts respectively obtained an average of 4.4 and 4.2 with valid criteria. The validation results of the mathematical understanding ability test obtained an average score of 4.2 with valid criteria. The results of the student response questionnaire obtained an average practicality of 4.2 with practical criteria. The results of the mathematical understanding ability test were carried out using a t-test using the SPSS program and the results showed that the significant value was 0.000 < 0.05, meaning that students' mathematical understanding ability after using game learning media was better before using the game learning media, so it can be concluded that the learning media Games can improve students' mathematical understanding abilities and can be said to be effective. The results of this research show that learning media is said to be valid, practical, and effective. In other words, game-based mathematics learning media can improve students' mathematical understanding abilities.

A Case Study on Item Analysis for College Mathematics Ability Test of Freshmen Reflecting Curriculum

A Case Study on Item Analysis for College Mathematics Ability Test of Freshmen Reflecting Curriculum

THE STUDY OF MATHAYOMSUKSA 2 STUDENT' APTITUDE FOR MATHEMATICAL PROBLEM-SOLVING WHEN IT COMES TO APPLYING RATIOS AND PERCENTAGES USING TEAM-GAMES-TOURNAMENT TECHNIQUES COMBINED WITH THE BAR MODEL

In this research, the study focused on the use of collaborative learning with TGT technique combined with the Bar model to enhance the mathematical problem-solving. The collaborative learning with TGT technique combined with the Bar model approach stimulates students to interest in learning, find it enjoyable in learning, and an enthusiastic about studying. The research sample consists of 25 Mathayomsuksa 2 students at Khambokwittayakan School, Khamcha-e District, Mukdahan Province. Participants were randomly selected through Cluster random sampling method. The data were analyzed using the mean, percentage, standard deviation, and t-test. The research tools include lesson plan and mathematical problem-solving ability test. The research findings indicated that: 1) The mathematical problem-solving abilities of Mathayomsuksa 2 students after participating in collaborative learning with TGT technique combined with the Bar model have average score at 16.08 points and surpassed the 75 percentiles with statistical significance at the .05 level. 2) The mathematical problem-solving abilities of Mathayomsuksa 2 students after using collaborative learning with TGT technique combined with the Bar model were higher than those before using collaborative learning with TGT technique combined with the Bar model. The learning difference was statistically significant at the .05 level.

ANALYSIS OF MATHEMATICAL NUMERACY SKILLS ON LINE AND ANGLE MATERIAL IN CLASS VII IN TERMS OF EXTROVERTED INTROVERTED AND AMBIVERT PERSONALITIES

This research aims to analyze the mathematical numeracy abilities of class VII students with introverted, extroverted and ambivert personalities at SMP Negeri 2 Semarang. The method used was descriptive qualitative with research subjects consisting of 34 students, one student was selected from each personality category based on a questionnaire with 70 question items. The results of the questionnaire showed AAE (introvert), LPA (extrovert), and JRA (ambivert) students as research subjects. Mathematical numeracy ability tests and interviews were carried out to test the validity of the test results through technical triangulation. Indicators of mathematical numeracy abilities include the use of mathematical numbers and symbols, analysis of information in the form of tables, graphs and charts, as well as interpretation of analysis results for decision making. The results showed that introvert and ambivert students met all indicators of numeracy ability, while extrovert students did not. Introvert students can solve problems well, extrovert students tend to be in a hurry and lack details, while ambivert students show quite good results but there are still some answers that are less detailed. This research concludes that mathematical numeracy abilities vary based on student personality.

Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING KONTEKS BUDAYA BENGKULU TERHADAP KEMAMPUAN LITERASI MATEMATIKA SISWA SMPI AL-AZHAR 52 KOTA BENGKULU

The aim of this research is to see the influence of the Bengkulu Cultural Context Problem Based Learning learning model on the Mathematical Literacy Ability of Students at SMPI Al-Azhar 52 Bengkulu City. The research method used in this research is the analytical method. The sampling technique uses purposive sampling technique. The instrument for collecting data in this research was a mathematical literacy ability test. The test was carried out on Quadrilaterals and Triangles material. Next, analysis of all data is carried out using the following steps: prerequisite test and hypothesis test. The results of the research show a sig value (2-tailed) = 0.044 < significant level (α) = 0.05, so it can be concluded that there is an influence of the Problem Based Learning learning model in the cultural context of Bengkulu on the mathematical literacy abilities of students at SMPI Al-Azhar 52 Kota Bengkulu

PENINGKATAN KEMAMPUAN KOMUNIKASI DAN PENALARAN MATEMATIS SISWA MADRASAH ALIYAH MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT

Communication skills and mathematical reasoning are one of the goals of mathematics learning. Where communication is defined as the ability to write, read, listen, study, interpret, and evaluate ideas, symbols, terms, and mathematical information. Meanwhile, mathematical reasoning is a brain habit that if developed properly and consistently will make it easier to communicate mathematics both in writing and orally. Therefore, a relevant learning model is needed to optimize, improve, and develop students' communication and mathematical reasoning skills. One of these learning models is the Teams Games Tournament (TGT) type cooperative learning model. The purpose of this study is to find out: (1) Whether the improvement of communication and mathematical reasoning skills of students who obtain learning with the TGT type cooperative learning model is better than that of students who obtain learning with conventional approaches, and (2) What are the attitudes of students towards mathematics learning who acquire learning with the TGT type cooperative learning model. This study is an experimental research with a pretest-posttest control research design of the design group. The population in this study is all students of class XI MAN Darussalam Aceh Besar consisting of five classes. Meanwhile, the sample consisted of two classes, namely the experimental class and the control class which were taken by random sampling. The instruments used to obtain research data are in the form of communication and mathematical reasoning ability tests, and attitude scale questionnaires. The statistical test used to analyze data on improving communication skills and mathematical reasoning is a two-track anava test, while the attitude scale questionnaire is calculated based on percentages. The results of the study show that the overall improvement of communication and mathematical reasoning skills of students who obtain learning with the Teams Games Tournament type cooperative learning model is better than students who acquire learning with conventional approaches. From the results of the student questionnaire, it was concluded that in general, students have a positive attitude towards mathematics learning using the TGT type cooperative learning model

Efektivitas Model Eliciting Activitis (Meas) Terhadap Kemampuan Representasi Matematis Siswa MTs

The purpose of this research is to describe and obtain data on the influence of Model-Eliciting Activities (MEAs) on the representational ability of MTs students. This type of research is an experimental study with control and experimental groups by observing the results of pretests and posttests. The research instrument is a mathematical representation ability test. The population of this research consists of all students at MTs Madrasah Miftahul Ulum II Punggur Kecil, with the sample being two eighth-grade classes selected purposively from the seven existing classes. Data analysis was conducted using a two-population mean difference test. The results of the study show that the mathematical representation ability of students who received Model-Eliciting Activities is better than that of students who received conventional teaching. The improvement in the mathematical representation ability of students who received Model-Eliciting Activities in both the upper and lower groups is statistically better than that of students who received conventional teaching.

Pengaruh Model Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMP Negeri 3 Prabumulih

This research aims to determine the effect of the problem-based learning model on the mathematical problem-solving abilities of students at SMP Negeri 3 Prabumulih. This research was conducted at SMP Negeri 3 Prabumulih for the 2023/2024 academic year. The research sample was obtained from two classes consisting of an experimental class (PBL) of 32 students and a control class (conventional) of 32 students. Data collection after treatment was done using tests of students' mathematical problem-solving abilities. From the results of the research and discussion, it can be concluded that there is an influence that the mathematical problem-solving skills of students taught using the problem-based learning model are higher than those of students taught.