Mathematical Disposition Of Students Research Articles

COMBINATION OF ETHNOMATHEMATICS AND THE MOZART EFFECT TO IMPROVE PROBLEM-SOLVING SKILLS AND MATHEMATICAL DISPOSITION

The background of this research is that student learning outcomes in analytical geometry lecture during the transition from pandemic to Covid-19 endemic are still low, which is due to a lack of student interest in learning, and they are still accustomed to online learning, thus having an impact on their low problem-solving skills and mathematical disposition. This research aims to determine to what extent the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition from pandemic to endemic COVID-19, so the research is important to do. The implementation of ethnomathematics and the Mozart effect in mathematics learning is unique because it is a combination of learning approaches that have never been used before in Indonesia and other countries. The research method used was a quasi-experimental non-equivalent control group design because this research was experimental and sample determination was not carried out randomly, but using purposive sampling technique on the second-semester students of the mathematics undergraduate program, Faculty of Mathematics and Natural Sciences, Universitas Padjadjaran. The instruments used in this study were problem-solving skills test, mathematical disposition scale, and students’ attitude questionnaire toward learning with the implementation of ethnomathematics and the Mozart effect. The results showed that: (1) problem-solving skills of students who received learning by implementing ethnomathematics and the Mozart effect are better than students who achieved direct instruction; (2) mathematical disposition of students who received learning by implementing ethnomathematics and the Mozart effect is better than students who achieved direct instruction; and (3) students are interested and motivated to learn mathematics by implementing ethnomathematics and the Mozart effect. This research concludes that the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition period from the pandemic to endemic COVID-19. It can be seen from good average post test scores achieved by students.

Pengaruh Model Pembelajaran Kooperatif Tipe Double Loop Problem Solving terhadap Kemampuan Penalaran Adaptif dan Disposisi Matematis pada Materi Trigonometri

This study was motivated by the low quality of education in Indonesia based on the results of PISA 2018, the implementation of the 2013 Curriculum which did not follow the use of appropriate learning models, as well as the low adaptive mathematical reasoning abilities and mathematical disposition of students. This research aims to determine the influence of the Double Loop Problem-Solving cooperative learning model on the adaptive reasoning abilities and mathematical disposition of class X students at SMA Negeri 1 Karangan on Trigonometry material. This research was conducted using a quantitative approach with a Quasi-Experimental research type and a Nonequivalent Posttest-Only Control Group Design. As for sampling, non-probability sampling was used with the Purposive Sampling technique with class X MIPA 3, totaling 35 students, as the experimental class and X MIPA 4, totaling 36 students, as the control class. Data collection techniques using tests, questionnaires, and documentation. The data analysis technique in this research uses the Manova test. The research results show that there is a significant influence due to the application of the Double Loop problem-solving cooperative learning model on students' adaptive reasoning abilities and mathematical disposition.

Analysis of Students’ Mathematical Disposition Ability in Online Mathematics Learning During the Pandemic

Mathematical disposition ability is a strong will from within students to learn mathematics so that students can solve mathematical problems. This ability is important for students because it can support their understanding of solving mathematical problems. This study analyzed students' mathematical disposition abilities in online learning mathematics during the pandemic. This research is quantitative descriptive research with the type of survey research. The research subjects were grade 11 science and social studies students at Mutiara Harapan High School, totaling 30 students. Data collection techniques used questionnaires distributed through google forms and interviews. The data analysis technique used descriptive statistics. The result is that the first 4 indicators of mathematical dispositional ability are in the high category with percentages of 72%, 79%, 75%, and 70%, respectively. The other 3 indicators are in the very high category, with percentages of 84%, 89%, and 84%, respectively. Overall, students' mathematical disposition during the pandemic was in the high category, with an average percentage of 79%. The mathematical disposition of students in the high category shows that students have self-confidence, flexibility, perseverance, curiosity, reflection on work results, and appreciation and apply the role of mathematics in everyday life.

Pengaruh Disposisi Matematis Mahasiswa pada Pembelajaran Hybrid Learning Terhadap Prestasi Belajar Mahasiswa

This study aims to determined the effect of students' mathematical dispositions when applying the hybrid learning model to student achievement in the mathematics education undergraduate program at Wahidiyah University in the even semester of the 2021/2022 academic year. This research was a quantitative research with survey method. The sampling technique in this study used saturated sampling. The data collection method used is the documentation of the final semester exam results for student achievement data and a questionnaire for students' mathematical disposition data. In this study using a simple regression test which is calculated using the SPSS v.26 for Windows program. The research data were tested for normality, linearity, and simple regression. The regression model equation Y = 0.760 + 0.983 X + means that every 1% increase in mathematical disposition will result in an increase in mathematics learning achievement of 0.98 and vice versa. The conclusion of this study was that the mathematical disposition of students when learning Hybrid Learning affects student learning achievement positively and significantly where the influence of students' mathematical dispositions on learning Hybrid Learning on student learning achievement is 96.6% and the remaining 3.4% is influenced by other variables not examined in this research.

Pengaruh Disposisi Matematis Siswa terhadap Kemampuan Pemahaman Konsep dan Pemecahan Masalah Matematika pada Materi Tabung Kelas IX

This study aims to describe the effect of students' mathematical disposition on the ability to understand concepts and solve mathematical problems in class IX tube material at MTs NU Miftahul Falah. The type of research used is correlational research with a quantitative approach. The sampling technique used was random sampling. The study population was 267 students with a sample of 35 students in one class. Collecting data using description test instruments and questionnaires. The data that has been obtained is then analyzed using the product moment correlation test, simple linear regression analysis, t-test. The results of data analysis show that: first, the mathematical disposition of students has a positive and significant influence on the ability to understand mathematical concepts by 23.5%. Second, students' mathematical disposition has a significant influence on mathematical problem solving by 63.8%. From these results, it can be concluded that students' mathematical dispositions have a positive and significant effect on the ability to understand concepts and solve mathematical problems in class IX tube material at MTs NU Miftahul Falah Cendono, Dawe, Kudus.

ANALISIS DISPOSISI MATEMATIS MAHASISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN CORE (CONNECTING, ORGANIZING, REFLECTING, EXTENDING)

The purpose of the research is to analyze the mathematical disposition of first level students. The research population is all 1st grade students at one of the Private Universities in Bandung. In this study, two sample classes were taken, one class as the control class and the other as the experimental class. The research design used is Posttest-Only Control Design . A set of mathematical disposition scales consisting of positive statements and negative statements using a Likert scale to determine students' mathematical dispositions is used as an instrument in this study. The data analysis technique used is descriptive statistics. After the data analysis process was carried out, it was concluded that the mathematical disposition of students with CORE learning models is better than mathematical disposition of students with conventional learning models.

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study refers to a one-group pretest-posttest design. Data collection techniques in this study used non-test and test techniques. The instruments used are questionnaires to measure students' mathematical dispositions and test questions to measure students' mathematical abilities. Data analysis techniques used are gain test and regression analysis. The results study indicates that the mathematical disposition of students who participate in open-ended learning based on ethnomathematics increased by 47%, which means that they are in the medium category and mathematical dispositions affect students' mathematical abilities through the application of open-ended questions learning based on ethnomathematics by 57.9%. It is concluded that ethnomathematics-based open-ended learning can improve students' mathematical disposition. This research is that teachers can use open-ended learning based on ethnomathematics to improve students' mathematical dispositions.

The relationship between students’ mathematical disposition and their learning outcomes

The affective aspects must be owned by students in a lesson, where the affective aspects will have a relationship with the cognitive aspects of a student, therefore this study aimed to determine whether there is a relationship between students 'mathematical dispositions and students' mathematics learning outcomes. Using a mixed method and a sequential explanatory plan, the research was undertaken by first collecting quantitative data and then continuing to collect qualitative data. Where, the sample count in this study was 413 students from junior secondary schools 18 in Jambi City, Indonesia who used a total sampling technique. Data were then analyzed with the help of SPSS 21 application to find descriptive statistics in the form of mean, min, max, and category as well as inferential statistics using Pearson Product Moment. The results obtained in this study dominate both the mathematical disposition of pupils and the learning outcomes of pupils in mathematics. This was reinforced by the existence of a relationship between mathematical disposition and student learning outcomes in mathematics which is indicated by the obtained sig 0.05. This means that the mathematical disposition of students which includes the affective aspect of students has a relationship with the cognitive aspect, by having a good affective aspect, the cognitive aspects of the student are also good.

The Influence of Self-Efficacy on Students' Mathematical Disposition

This study aims to 1) determine student self-efficacy; 2) Knowing the mathematical disposition of students; and 3) Knowing the effect of self-efficacy on students' mathematical dispositions. The research method uses quantitative methods with a one-shot case study research design. The study population was all students of the Mathematics Tadris Department of IAIN Syekh Nurjati Cirebon in the even semester of the 2020/2021 academic year with the sample being all fourth semester students of the Mathematics Tadris Department of IAIN Sheikh Nurjati Cirebon, namely four classes totaling 151 students. The data collection technique used a questionnaire to determine the students' self-efficacy and mathematical disposition. The results showed that 1) the average student self-efficacy was 72.86, included in the strong category; 2) The average student's mathematical disposition is 74.42, which is included in the strong category; and 3) Self-efficacy has a significant effect on students' mathematical disposition. Self-efficacy has an effect of 68% on students' mathematical dispositions

Mathematical disposition of students’, teachers, and parents in distance learning: A survey

This study reveals (1) the mathematical dispositions of students, teachers, and parents in distance learning, and (2) factors forming the mathematical dispositions of students, teachers, and parents in distance learning. The method used in this research is a survey-based qualitative descriptive analysis. The subjects of the study were 20 elementary school students, 20 elementary school teachers, and 20 parents who have elementary school-aged children (6 to 11 years). The research data were collected through questionnaires and interviews. The results showed that the level of students' mathematical dispositions in distance learning was at a moderate level, the parents' mathematical dispositions were at a moderate level but tended to below, while the teachers' mathematical dispositions were at a high level. There are three factors that need to be considered to determine a mathematical disposition, namely the presence or absence of a mathematical disposition, its direction, and its intensity. Meanwhile, an interactive learning atmosphere, fast feedback, the use of technology, and the right content are factors in forming mathematical dispositions. This supports the proposition that the disposition (students, teachers, parents) towards mathematics learning is influenced by rules and practices in schools, teacher-student relationships, and expectations that determine the learning climate.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Berdasarkan Disposisi Matematis

This study aims to describe students' mathematical problem-solving abilities based on mathematical dispositions at Riyadlul Mukhlishien Middle School. This type of research used in this research is descriptive qualitative. The research subjects used were 21 students of class VIII A. The data sources of this research are in the form of questionnaires, test descriptions and interviews. The results of the questionnaire were used to classify the level of students' mathematical dispositions. After that, two students from each category of mathematical disposition were selected to be the subject of tests and interviews. The results of tests and interviews of mathematical problem-solving abilities were analyzed based on the mathematical disposition of the students. The results of this study indicate that the mathematical disposition of SMP Riyadlul Mukhlishien students is divided into three categories, high, medium and low. Students who have mathematical problem-solving abilities in the high mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities well and write them down completely. Students who have mathematical problem-solving abilities in the moderate mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities but do not write them down completely. Students who have mathematical problem-solving abilities in the low mathematical disposition category are less able to meet the indicators of mathematical problem-solving abilities because they do not write them down completely and still experience errors in calculations

Performance Management and Student Mathematic Disposition through a Posing Problem Approach

This study aims to determine the performance management and mathematical disposition of students through the problem posing approach. This research uses quasi experimental research. The population in this study were 149 students of SMK Sumber Mulyo. The research sample was the cluster random sampling technique (random group sample), that is, one class was selected as a sample subject to treatment through random selection, namely students of class XI SMK TSM totaling 30 students. The results showed that the level of influence between the problem posing approach variable on performance management and students' mathematical dispositions had a high effect. The results of testing the research hypothesis testing problem posing approach to performance management can be seen that the tcount value is 7.560 and ttabet is 1, 781 so that tcount ≥ ttable then Ha1 is accepted, that is, there is a positive and significant influence between the problem posing approach to performance management. Furthermore, the results of the research hypothesis test of the problem posing approach to mathematical disposition, it is known that the tcount value is 6.630 and the t table is 1.981 so that tcount ≥ ttable then Ha2 is accepted, namely that there is a positive and significant influence between the problem posing approach to mathematical disposition.

Perbedaan Peningkatan Kemampuan Koneksi dan Disposisi Matematis Siswa antara Model Pembelajaran CTL dan BBL

Mathematical connection ability is one of the important competencies for students to master, and mathematical disposition is an ability that tends to think positively about mathematics. However, the reality shows that the mathematical connection ability and mathematical disposition possessed by students is still low. So it needs efforts to improve the mathematical connection skills and mathematical dispositions of students, one of which is using the Contextual Teaching Learning (CTL) learning model and the Brain-Based Learning (BBL) learning model. The purpose of this study is to analyze the differences in the improvement of mathematical connection ability and mathematical disposition between those who get the CTL and BBL learning model. The research method used was quasi-experimental with a population of all class XI students of SMA Negeri 2 Garut. The sample in this study consisted of two classes, namely class XI MIPA 6 as many as 35 students as the experimental class I who received the CTL learning model, and class XI MIPA 8 as many as 31 students as the experimental class II who received the BBL learning model. The research instrument used was in the form of a descriptive test and a mathematical disposition questionnaire. Based on the results of statistical analysis, it is concluded that there is a difference in the improvement of the mathematical connection ability and mathematical disposition of students between those who get the CTL and BBL learning models.

Mathematical Dispositions of Graduating Students of the College of Engineering, University of Eastern Philippines (UEP)

This study was conducted to determine the mathematical disposition of graduating engineering students of the UEP College of Engineering in the School Year 2016-2017. Specifically, the study assessed the profile of the graduating students in terms of their age, sex, average grade in calculus and academic performance in professional subjects; the mathematical disposition in terms of self-efficacy component; math as sensible component; and perseverance component; the relationship between the profile and mathematical disposition of students, and between the mathematical disposition and academic performance in professional subjects of the respondents.
 The 132 graduating students taking up Bachelor of Science in Agricultural Engineering (BSAE), Bachelor of Science in Civil Engineering (BSCE), Bachelor of Science in Electrical Engineering (BSEE), and Bachelor of Science in Mechanical Engineering (BSME) who are officially enrolled in the second semester of the school year 2016-2017 were the respondents of this study.
 The study found out that there were more graduating engineering students whose age is beyond 22 to 24 years old; more males; and have passing performance in calculus subjects.
 Generally, the graduating engineering students for the school year 2016-2017 have good mathematical disposition, specifically described as more efficacious, sensible, and more persevering.
 The students’ performance in calculus subjects was significantly related to mathematical disposition, while the age and sex of respondents have nothing to do with mathematical disposition.
 Specifically, respondents’ age and sex did not affect the three components of mathematical disposition, while average grade in calculus subjects was found to have something to do with their sensibility and perseverance level in mathematics.
 On the relationship between mathematical disposition components and the academic performance in professional subjects of graduating engineering students, it was found out that only the math as sensible component affected their performance in professional subjects.
 The result of this study also revealed that these students who were more efficacious, more sensible and more persevering performed good in their professional subjects.

The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

The Student's Disposition Mathematical Profile By Using Probability Theory Module

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.

The Influence of Knisley Mathematical Learning Model with Geogebra Towards Mathematical Connection and Mathematical Disposition

This research was aimed at comparing mathematical connection and mathematical disposition of student who were taught using Knisley Mathematical learning model with Geogebra and those who learned using conventional learning. This research used quasi experiment method with post-test only control group design. The research population consisted of 213 grade tenth science student at SMA Negeri 6 Denpasar. In addition, cluster random sampling was used to get 2 groups sample. The experimental group was learned using Knisley Mathematical learning model with Geogebra and the control group was treated with conventional learning. The data was collected using test and non-test technique and analysed using Manova. The result showed that mathematical connection and mathematical disposition of students who were taught using Knisley Mathematical learning model with Geogebra were better than students who were taught using conventional learning (F = 4,410; p = 0,016). Knisley Mathematical learning model with Geogebra give students more chance to explore their mind and idea in solving problem, so that can improve their mathematical connection and mathematical disposition.

Komparasi Disposisi Matematis pada Siswa Berkepribadian Melankolis dan Sanguinis

The purpose of this study was to determine the mathematical disposition of students who have sanguine and melancholic personality types, and whether the mathematical disposition of students with sanguine types is higher than melancholic types. The population in this study was 260 seventh grade students of Junior High School in the Pituruh district. Sampling using a proportionate random sampling technique was taken as many as 65 students. Data collection was carried out using questionnaires and tests. The results of the first study showed that the mathematical disposition of seventh-grade students in the Pituruh Subdistrict in the 2019 school year in terms of the sanguine and melancholic personality types of more than 60%. The second research result shows that there are differences in mathematical disposition between sanguine and melancholic types, where the mathematical disposition of students with sanguine personality types is higher than students with melancholic personality types.

Improving Communication Skills and Mathematical Disposition by Inquiry Model Alberta Method

ABSTRACTThis study aims to improve communication skills and mathematical disposition in mathematical learning using inquiry method of alberta model and assosiation between the two. The The subjects of this study are students of SMP class VII as many as two classes with a total of 64 students. The instrument used in data collection is a written test for communication and mathematical disposition. The research method used in this research is using quasi experiment. Communication data and mathematical dispositions were analyzed using Mann Whitney nonparametric tests. The results obtained from this study were obtained: (1) Improvement of students' communication skills whose learning method using Inquiry Model Alberta is better than the usual method; (2) The mathematical disposition of students whose learning method using the Inquiry Model Alberta is better than the usual method; (3) There is a assosiation between communication ability with mathematical disposition of students whose learning method using Inquiry Model AlbertaKeywords: Communication, Mathematical Disposition, Alberta Model Inquiry Method.

Development of Learning Devices Based on Model Eliciting Activities to Improve Students Problem Solving Ability and Mathematical Disposition

This study aims to: 1) To analyze the improvement of problem solving abilities and mathematical disposition of students who learn to use learning devices developed with eliciting activities models 2) To analyze the validity of learning devices developed with eliciting activities models 3) To analyze the practicality of learning devices developed with the modeleliciting activities 4) students to analyze the effectiveness of learning devicesdeveloped with the modeleliciting activities. The subjects in this study were class X students of SMK Negeri 2 Medan in the academic year 2019/2020 with a total of 30 students. The results showed that: 1. Increased students 'mathematical problem solving abilities can be seen from the calculation of N-Gain tests of students' mathematical problem solving abilities in the first try was 0.220 increased to 0.488 in the second tryout and increased to 0.546 at disseminated stage. 2. Improvement of students' mathematical disposition can be seen in each of the indicators of mathematical disposition, namely: indicator 1 (confident in using mathematics) the average score in the first try was 76.81 increased to 81.11 in the second try and disseminated stage increased to 90.28, indicator 2 (flexible in mathematics) the average score in trial I was 74.31 increased to 80.69 in trial II and tdisseminated stage increased to 87.64, indicator 3 (persistent and resilient in doing mathematical tasks) the average score on the first try was 76.50 increased to 80.50 in the second trial and disseminated stage increased to 83.00, indicator 4 (have a curiosity in mathematics) on average score in trial I was 81.11 increased to 82.50 in trial II and disseminated stage increased to 83.33, indicator 5 (reflecting on the way of thinking) the average score in trial I was 73.75 increased to 74.17 pad a trial II and disseminated stage increased to 85.21, indicator 6 (appreciate the application of mathematics) the average score in trial I was 73.33 increased to 90.63 in trial II and disseminated stage increased to 94.17, indicator 7 (appreciating the role of mathematics / opinions about mathematics) the average score in trial I was 81.62 increased to 85.42 in trial II and the disseminated stage increased to 91.25. Keywords : develoment of learning devices, Dick & Carry models, model eliciting activities (MEAs), mathematical problem solving abilitiy, mathematical disposition. DOI : 10.7176/JEP/11-2-15 Publication date: January 31 st 2020