Mathematical Ability Research Articles

A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions. Educational relevance and implications statementThis study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.

EFEKTIVITAS BLENDED LEARNING TIPE FLIPPED CLASSROOM TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SMP

This study aims to measure the effectiveness of the flipped classroom blended learning model on the mathematical understanding abilities of junior high school students. The research adopts a quantitative approach with a quasi-experimental design involving two classes at SMPN 3 Karawang Barat. Class VIII-B, serving as the experimental group, received instruction using the flipped classroom model, while class VIII-A, serving as the control group, was taught using conventional teaching methods. Data were collected through pretests and posttests that measured the students' mathematical understanding abilities. The results indicated a significant improvement in the mathematical understanding abilities of the students in the flipped classroom model compared to those in the conventional teaching methods. This conclusion was derived from data analysis using the t-test, which showed a significant difference between the students who were taught using the flipped classroom model and those who were taught using conventional methods in terms of their improvement in mathematical understanding abilities. Further analysis using N-gain and effect size tests was conducted, This study concludes that the flipped classroom blended learning model can be an effective alternative to enhance the mathematical understanding abilities of junior high school students.

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.

PENGARUH MODEL PEMBELAJARAN PBL BERBANTUAN ICE BREAKING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA KELAS VIII MTs ZIA SALSABILA

This study aims to determine the effect of the Problem Based Learning learning model assisted by ice breaking on students' mathematical representation abilities and learning independence. The method used is a quantitative method with an experimental research type. The sample consists of 27 students of VIII B as an experimental class and 20 students of class VIII A as a control class at MTs Zia Salsabila Bandar Setia. The results of the study showed that the t-test analysis that had been carried out obtained a p-value = 0.00 0.05 and p-value = 0.0001 0.005. The data explains that is accepted and is rejected. The average n-gain obtained in the experimental class was 0.64 and 0.57 while the control class obtained a value of 0.16 and 0.29 so that the average difference in n-gain was 0.48 and 0.28. Based on these data, it can be concluded that the mathematical representation ability and learning independence of students who learn using the PBL learning model assisted by ice breaking are better than students who learn in class with conventional learning models. There is an influence of the use of the PBL learning model assisted by ice breaking on students' mathematical representation abilities and learning independence.

PRE-SERVICE MATHEMATICS TEACHER’S ABILITY IN DESIGNING MATHEMATICAL TASK: AN ANALYSIS OF LESSON PLANS

Mathematical tasks have an essential role in the mathematics learning process. Well-designed mathematical tasks will provide a learning opportunity for students to develop their mathematical ideas. The ability of pre-service mathematics teachers to design mathematical tasks during their academic studies significantly influences how they teach in actual learning. One of the ways to investigate pre-service mathematics teachers' ability to design tasks is by analyzing the tasks in the lesson plans they proposed. This study aims to scrutinize the level of cognitive demand for mathematics tasks designed by pre-service mathematics teachers in their lesson plans to get a thorough understanding of their ability to design tasks. This descriptive qualitative research analyzed mathematical tasks in 25 lesson plans proposed by pre-service mathematics teachers using the framework developed by Stein and Smith (1998). The results of this study show that most pre-service teachers designed tasks with a lower cognitive demand classification with types of memorization and procedures without connections. The mathematical tasks designed by pre-service mathematics teachers also have yet to lead to argumentation and the development of mathematical ideas through exploration or doing mathematics. Thus, based on the findings in this study, designing mathematics tasks with the potential to promote students' mathematical understanding remains a challenge for pre-service mathematics teachers. This article discusses and presents the implications of research results and recommendations for designing mathematical tasks.

IMPLEMENTASI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS PADA MATERI LINGKARAN KELAS VIII

The purpose of this class action research is to define the implementation of the problem based learning model to improve the mathematical reasoning ability of the students of the eighth grade Fatimah Azzahra SMP IT Izzudin Palembang 2023/2024 on circular material. Execution of research using two cycles, each cycle has steps namely planning, action, observation, and reflection. Data collection on this study uses observation, and testing. The research was carried out with the participation of 17 students of the eighth grade at Izzudin Palembang IT High School. The aim of this study is to apply the learning model of problem based learning with the aim of improving the ability of mathematical reasoning of students. Students experience improvement in every aspect. The increase in the percentage of students' scores in mathematical reasoning skills during the first cycle reached 61.91%, while in the second cycle increased by 84.03%. The implementation of this study uses the pre-cycle phase by giving pre-test questions so that students reached the percent of 43.13% and in the post-test phase students achieved 80.84% so that it can be concluded that each indicator of mathematic reasoning ability students experienced a good improvement.

ANALISIS KEMAMPUAN BERPIKIR KREATIF DITINJAU DARI ADVERSITY QUOTIENT PADA PEMBELAJARAN CREATIVE PROBLEM SOLVING PENDEKATAN OPEN-ENDED

This research aims to determine the quality of creative mathematical thinking abilities in terms of AQ in CPS learning with an open-ended approach assisted by G. Classroom. The type of research is quantitative research. The research population was all class VII. The research sample used a cluster random sampling technique. The conclusions of the results of the analysis were: (1) the mathematical creative thinking ability of participants who received the CPS learning model with an open-ended approach assisted by Google Classroom achieved BTA (2) Students with the ability to think creatively mathematically in terms of AQ in CPS learning with an open-ended approach assisted with Google classroom achieves learning completeness of more than 75%, (3) the mathematical creative thinking ability in the CPS learning model with the open-ended approach assisted by G. Classroom is better than the PBL learning model, (4) the proportion of mathematical creative thinking ability completeness in the CPS learning model approach open-ended with the help of Google Classroom is more than the proportion of students in the PBL learning model, (5) there is a difference in the average increase in mathematical creative thinking abilities of students in the CPS learning model with the open-ended approach assisted with G. Classroom and students in the PBL learning model, (6) There is a positive influence on the adversity quotient on the ability to think creatively mathematically in mathematics learning

PENGARUH PEMBELAJARAN MATEMATIKA BERBASIS PROYEK TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS X SMAN 1 PEGAJAHAN

This study aims to examine the impact of Project-Based Learning (PjBL) on the problem-solving abilities of tenth-grade students at SMA Negeri 1 Pegajahan within the context of the Merdeka Curriculum. The research employs a quantitative method with a quasi-experimental approach, utilizing a Pretest-Posttest Only One Group Design. The population includes all tenth-grade students, with samples selected using Cluster Random Sampling techniques. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistical tests, including normality tests, homogeneity tests, and the Paired Sample t-Test. The results indicate a significant improvement in students' problem-solving abilities following the implementation of PjBL. The t-test results demonstrate a positive effect of PjBL on students' problem-solving skills. Based on these findings, it is concluded that PjBL is an effective teaching method for enhancing students' mathematical problem-solving abilities. This study provides valuable contributions to the development of more innovative and relevant teaching methods, particularly in supporting the implementation of the Merdeka Curriculum in Indonesia.

The Improvement of Students’ Mathematical Communication Ability and Learning Interest on Junior High School through The Application of Reciprocal Teaching

This research is an experiment which aims to examine improving the mathematical communication skills and interest in learning of junior high school students in set material by implementing the reciprocal teaching learning model. The problem behind this research is that students' mathematical communication skills and interest in learning in set material are still in the low category, so learning alternatives are needed that can develop students' mathematical communication skills and interest in learning. The research method used is Pre-Experimental with a one group pretest-posttest research design. The population in this study were all class VII students in one of the private junior high schools in Karawang Regency. The sample in this research was 25 students with a purposive sampling technique. The instrument used is a communication skills test and a non-test in the form of a learning interest questionnaire. Based on the analysis of the data obtained, it shows that students' mathematical communication skills after implementing the reciprocal teaching model are better, namely from 8.32 to 75.32 and students' interest in studying set material after using the reciprocal teaching model is 60% in the low interest category and 40% with the high category which was previously 32% in the very low category and 68% in the low interest category. Thus, it can be concluded that the application of the reciprocal teaching model can improve the mathematical communication skills and interest in learning of class VII SMP students in set material, although not optimally.

Analysis of Mathematical Critical Thinking Ability based on Students' Ability Level

Analyzing and testing mathematical critical thinking skills based on the ability level of class VIII students of junior high school is the aim of this research. By understanding the level of students' abilities, educators can determine students' mathematical critical thinking abilities and develop appropriate teaching strategies to improve students' abilities. This study uses a qualitative descriptive research method. This research was conducted at one of the junior high schools in Cipatat, West Bandung Regency with heterogeneous abilities of 8 students. This research uses data collection techniques by providing mathematical critical thinking ability questions on SPLDV material which consists of 5 essay test questions based on the following indicators: (1) Checking the completeness of problem solving steps. (2) Look for alternative solutions to problems. (3) Identify spldv equations with certain characteristics. (4) Choose the best way to solve the problem from alternative ways of solving it. (5) Identifying the adequacy of data on a problem. In this study, the results of the analysis have shown that students at a high level of ability can check the completeness of problem solving steps, students with a medium level of ability have little difficulty in identifying spldv equations with certain characteristics, and students with a low level of ability have difficulty finding alternatives problem solution.

The Development of Powerpoint-Assisted Algebra Learning Media to Increase Students’ Mathematical Communication Ability on Junior High School

The matter of algebraic form is crucial to study because the matter of the algebraical form is not only related to other mathematical matters but also related to everyday life, but there are still many students who have difficulty in communicating the explanation of the origin of the algebraic form. This is because the learning media used by the teacher is not interactive, so it affects the student's understanding and communication skills. For this reason, the study aims to cultivate the interest in learning and cultivate students' mathematical communication skills by developing algebraic learning media supported by a PowerPoint application. The method used in this research is research and development, with the development of a modified 4-D model in three stages namely determining, designing, and developing. The tool used to measure the quality of the learning media is a validation questionnaire for measuring the validity and student response to strengthen practicality. The results of this study show that the quality of the learning media meets the valid criteria with an overall average score of 79% and From the test carried out against students obtained an average scoring of 76%. Thus, the development of algebra learning media supported by the PowerPoint application has good quality and can be used in mathematical learning.

Implementation of Discovery Learning Model with Window Shopping Approach to Improve Mathematical Communication Ability of High School Students

The low ability of students' mathematical communication in learning mathematics, especially in expressing mathematical situations or problems in the form of pictures, diagrams, language or mathematical symbols, or mathematical models makes students less active in learning and their learning motivation decreases. This study aims to determine the achievement of students' mathematical communication skills through the discovery learning model with a window shopping approach. The method in this study is a quasi-experimental research type consisting of 2 classes, namely the experimental class that uses the discovery learning model with the window shopping approach and the control class that uses ordinary learning at school with a total of 70 students from class XI SMA in one of the public high schools in Bandung. The research test instrument was in the form of a test that would be analyzed using SPSS 21 to compare learning outcomes between the experimental class and the control class. The result of the study was that the achievement of the students' mathematical communication skills in the experimental class was better than that of the control class at a significance level of 0.05 where the average communication ability of the experimental class was 81.74 and that of the control class was 77.31. The effectiveness of learning in the experimental class showed that it was more active in group discussions as indicated by the interaction and creativity of students in presenting learning material in each group, and almost 85% of students enjoyed learning using the discovery learning model with the window shopping approach.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIK MAHASISWA PADA PEMBELAJARAN PROBLEM BASED LEARNING DITINJAU DARI GAYA BELAJAR

The purpose of this study is to describe students' mathematical communication skills in Problem Based Learning viewed from students' learning styles. The type of research used is qualitative research supported by observation data, questionnaires and interviews. Validity testing is the credibility test, transferability, dependability, and confirmability. The results of the study indicate that students' mathematical communication skills viewed from learning styles include visual learning styles (30.4%), auditory (34.8%), and kinesthetic (26.1%) and visual-kinesthetic (8.7%). Mathematical ability indicators on a scale of 0-10 include 1) The ability to express ideas orally, in writing and demonstrate them and describe them visually (8.78), 2) The ability to understand, interpret, and evaluate mathematical ideas orally, in writing and demonstrate them and describe them visually (8.21), 3) The ability to use mathematical terms, notations, and their structures to present ideas describing relationships with situation models (5.30). The appropriate learning style is the key to student success in learning. The use of learning styles that are limited to only one form can cause an imbalance in absorbing information. Therefore, in learning activities, students need to be helped and directed to recognize the learning style that suits them so that learning objectives can be achieved effectively.

The Implementation of Project Based Learning to Improve Students’ Mathematical Understanding and Learning Interest on Junior High School

Mathematics is a lesson regarded regularly, logically, tiered from the easiest to the most complicated. Mastery and students’ understanding of a material can be seen from student mathematical abilities. Analyze the student’s error in completing the problem can know the students master a matter or not. The purpose of this research is 1) to describe students’ understanding of transformation material after following the Project Based Learning model, 2) to find out whether there is an increase in understanding of transformation after implementing the Project Based Learning process, 3) to find out how effective the approach method (Project Based Learning) is about the learning process on transformation material, 4) find out how to increase students’ understanding skills after implementing a project-based learning model. This research method uses classroom action research. Students can participate in learning activities using the PJBL approach very well, so that teaching and learning activities are conducive when implemented and the results from cycles 1 and 2 increase.

The Effect of Educational Digital Games on Mathematics Attitude in Primary School

The research on the effect of educational digital games on second-grade students' attitudes towards learning mathematics opens the doors to a new educational approach that will shape the mathematical abilities of the future. This study examines the effect of educational digital games on the attitudes of second-grade primary school students towards learning mathematics. The research study group comprised two branches of second-grade students in the same school in the 2023-2024 academic year. The research was carried out with "pre and post-test design with control group", one of the experimental design types of quantitative research method. The students were divided into 40 experimental groups and 40 control groups. During the research period, the experimental group was made to work from various digital educational programs such as Wordwall, GeoGebra, Derslig. The control group was taught with traditional methods. A 27-item, 5-point Likert-type Mathematics Attitude Scale (MAT) was used as a data collection tool. The scale was applied to both groups of students before and after the experimental application. The data obtained were analysed using the SPSS package program. The pre-test data revealed that the attitude levels of the experimental and control groups were equal. Post-test data showed no significant difference between the experimental and control groups. A positive increase was observed in the pre-test and post-test results of the experimental group. These results were interpreted in different contexts.

Analysis of Mathematical Creative Thinking Ability in View of Students' Confidence in Number Pattern Material

In the 21st century, learning mathematics requires students to master 4 skills, one of which is creative mathematical thinking. This ability will encourage students to have different points of view in solving a problem. The low ability to think creatively in mathematics is shown by the large number of students who are unable to express creative ideas when studying mathematics. One of the things that underlies creativity is self-confidence because there is a relationship between the two. The aim of this research is to describe mathematical creative thinking abilities in terms of self-confidence in number pattern material. This research is descriptive qualitative research. The subjects in this research were 6 students with high, medium and low self-confidence categories in each class VIII A and VIII B. The data collection techniques used were questionnaires, tests and interviews and analyzed using triangulation of sources and techniques. Apart from that, there are 3 stages of data analysis techniques, namely data reduction, data presentation, and drawing conclusions. The research results show that students with high self-confidence have a level of creative thinking ability (TKBK) 4 (very creative) by mastering the indicators of fluency, flexibility and novelty. Then students with moderate self-confidence have a creative thinking ability level (TKBK) 3 (creative) by mastering fluency and flexibility indicators. Finally, students with low self-confidence have a creative thinking ability level (TKBK) 3 (creative) by mastering indicators of fluency and flexibility.

Meningkatkan kemampuan pemecahan masalah matematis siswa: Pengembangan modul pembelajaran berbasis studi etnomatematika pada budidaya tanaman hidroponik

This study aims to develop an ethnomathematical study-based learning module on hydroponic plant cultivation to improve the mathematical problem-solving ability of class VII junior high school students on social arithmetic material that meets the criteria of validity and effectiveness. This research method is research and development with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection instruments include interviews, validation sheets, questionnaires, and pre-test and post-test questions. The data were analyzed using qualitative and quantitative data analysis techniques. The results showed that ethnomathematics research-based learning modules were considered effective and feasible, with a percentage of 90% results verified by material and ethnomathematics experts, 96% by media experts, 90% teacher assessments, and a pass rate of group examination assessments of 87.3%, and a pass rate of on-site examination evaluations of 88.61%. The modules developed are also claimed to be effective in improving students' mathematical solving skills, with the experimental class having an average N-gain score of 0.78 in the "very high" category, better than the control class with an average N-gain score of 0.32 in the "medium" category. Both data were tested using a two-sample t-test and obtained 0.00 results less than 0.05 then H0 was rejected and H1 was accepted.

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.

Utilizing task with scaffolding: growth of students' mathematical understanding from layers of image having to property noticing

Introduction. Learning mathematics accompanied by understanding is an essential component of factual and procedural knowledge skills practical for students in solving real-life problems. Errors in solving systems of linear equations in two variables (SPLDV) among students can be caused by various factors, including students' lack of understanding of this concept, so this problem must be studied in depth by utilizing task with scaffolding. The research aimed to explore the potential of a task to foster mathematical understanding of students from the image-having layer to the property noticing layer in the learning context of a system of linear equations in two variables (SPLDV). Study participants and methods. The study involved three students in grade 8 at a junior high school in Indonesia. They were selected based on their mathematical ability (low, moderate, and high) based on their accumulated score reports in grade 7 and information from the teacher who taught them. This study employed a qualitative research approach, data collection was carried out by giving task to students, observing, and interviews them while doing the task, and data analysis began with transcription and organizing the results of interviews and student task, followed by identification and classification of difficulties faced by students. The results. The study showed that student with low mathematical ability has difficulty recognizing patterns or relationships between coefficients and variables in equations. Even with the help of scaffolding, the student still did not succeed in strengthening her understanding to complete the task given, so her understanding only shifted slightly from the image having layer and could not move completely to the property noticing layer. Next, a student with moderate mathematical ability had a sufficient understanding of the concept of variables and coefficients. However, she still needed additional help to complete task, especially in determining the value of variable. She was observed to be already at the property noticing layer of understanding because she had been able to identify the property of two linear equations in two variables that is equivalence and complete the task given. Lastly, the student with high mathematical ability could understand the relevant mathematical concepts well. She could complete the task assigned well despite folding back and scaffolding. Thus, this student's understanding reached the property noticing layer. Conclusions. The research showed differences in the growth of mathematical understanding from the image having layer to the property noticing layer among junior high school students with low, medium, and high mathematical ability. The student with lower math skills was only slightly shifted from the image having layer and could not be transferred completely to the property noticing layer. The student with moderate mathematical ability had reached the layer of understanding properties because she was able to identify equivalent properties of two linear equations in two variables and complete the given task. Lastly, the student with high mathematical skills has reached the layer of property noticing.