Mathematical Disposition Research Articles

The Effect of Mathematical Disposition on Basic Mathematical Abilities in the Online Learning

The problem that arises from online learning is decreased learning outcomes or low ability in mathematics. This problem can be overcome by looking for various variables in online learning. Researchers suspect that this mathematical disposition influences basic mathematical abilities. Thus, the purpose of this study was to analyze the effect of mathematical disposition on basic mathematical abilities in online learning. This type of research is quantitative research with a comparative causal approach. The sample of this research is 65 prospective mathematics teacher students at the Islamic University of Malang. The research data is in the form of the results of filling out the mathematical disposition questionnaire and the results of working on basic math skills questions. The research instrument consisted of a questionnaire and questions. The questionnaire and questions used have met valid and reliable criteria. The data analysis technique used in this study is a simple correlation and regression analysis with the help of SPSS. The results showed that mathematical disposition (self-confidence, creativity, persistence, curiosity, positive values, and respect) had a positive effect on basic mathematical abilities by 14.5%. From the research results, it can be concluded that the metaphysical disposition variable is positively correlated with the mathematical basic ability variable. The results of the study also show that mathematical disposition has a positive effect on basic mathematical abilities during online learning. The important mathematical disposition components to pay attention to during online learning are creativity, persistence, curiosity, positive value, and respect for mathematics. These components are the benchmarks for the influence of mathematical disposition on basic mathematical abilities.

Correlation Study: Self-Concept and Mathematical Disposition on Learning Outcomes of Elementary School Students

The purpose of this study was to determine the correlation of self-concept and mathematical disposition to student learning outcomes, with a total of 153 students. This study uses a survey method with correlation techniques. The research subjects were at Fourth Grade Public Elementary School in Langgudu District, Bima Regency. The results showed that (1) there was a positive relationship between self-concept and student learning outcomes with a correlation coefficient of 0.492 and a determination contribution of 24.2%. (2) There is a positive relationship between mathematical disposition and student learning outcomes with a correlation coefficient of 0.405 with a determination contribution of 16.4%. (3) There is a positive relationship between self-concept and mathematical disposition along with student learning outcomes with a correlation coefficient of 0.579 with a determination contribution of 33.5%. Based on the results of this study it can be concluded that student learning outcomes are related to self-concept and mathematical disposition.

Development of Guided Inquiry-Based Mathematical E-Module in Improving Critical Thinking Ability and Mathematical Disposition Ability

The purpose of this development research was to determine: Validity, Practicality, and Effectiveness of guided inquiry-based mathematics e-modules in improving critical thinking skills and mathematical dispositions of fifth-grade elementary school students. The type of research used was R&D with the ADDIE model, where the ADDIE development procedure was carried out, Analysis, Design, Implementation, and Evaluation. The research design used one group pretest – posttest design. The results of the development of guided inquiry-based e-modules show the results that (1) the developed e-module is stated to be very valid with a score of 3.44, (2) the guided inquiry e-module is stated to be practically based on the acquisition of student responses with a score of 3.18 and practical based on the teacher's response, response score 3.00 was obtained. (3) the effectiveness of the guided inquiry e-module obtains an n-gain score for critical thinking skills with a gain value of 0.57ponse. This value is included in the moderate improvement category. While the n-gain for the ability of mathematical disposition is 0.71, with a high improvement category. Keywords: [e-module, critical thinking, mathematical disposition]

Implementation of Mathematics Instructional Multimedia for Students' Self-Regulated Learning

To face global competition, proper preparation, and superior and qualified human resources are needed. The characteristics of a quality individual are being able to be independent, willing, and capable. Efforts that can be made in forming independent and capable individuals are by training and forming students to develop their self-regulated learning. In learning mathematics, fostering the affective domain requires self-regulated learning which will then form a strong tendency which is called a mathematical disposition. To increase student self-regulated learning, teachers can modify learning, one of which is through the use of learning multimedia. This research is a quantitative study using quasi-experimental methods and the research design used is a static group comparison. The subjects of this study were class VII students at MTs Bilingual Muslimat NU Sidoarjo. Students were divided into two groups: the experimental group consisted of 31 people and the control group consisted of 31 people. Based on the results of data analysis and discussion of research results, it can be concluded that the application of interactive multimedia mathematics affects students' self-regulated learning. This is evidenced by the results of the t-test which shows a mean difference value of 5.968, which means that the average self-regulated learning of students is higher when using multimedia learning than not using it. The Sig (2-tailed) value of 0.012 indicates that Ha is accepted and Ho is rejected

Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration

PurposeThis study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.Design/methodology/approachThirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.FindingsThe findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.Research limitations/implicationsHong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.Originality/valueThis study has proposed an original framework for describing mathematical disposition.

A mixed method research study on pre-service primary school teachers’ mathematical disposition

This is a comprehensive study aiming to examine pre-service primary school teachers’ (PPST) mathematical disposition levels in terms of various variables, and to explain the results thoroughly. It employed the explanatory sequential design among the mixed method research designs. The data were collected through Mathematics Dispositional Functions Inventory (MDFI) and semi-structured interviews. The participants consisted of 361 PPSTs in the quantitative phase, and six PPSTs in the qualitative phase. Quantitative data were analyzed with descriptive and inferential statistics, while qualitative data were analyzed with descriptive analysis. The PPSTs’ mathematical disposition levels did not differ significantly in terms of grade level, high school type, area of education at high school and ability area variables; however, their scores in the attitude toward mathematics lesson factor of MDFI differed significantly in terms of area of education at high school and ability area variables. There were significant, positive, and low-level relationships between PPSTs’ mathematical disposition levels and their levels of mathematics learning experience in primary, middle and high schools, and their perception level of mathematics teaching efficacy. The PPSTs’ scores in attitude toward mathematics lesson factor related to ability area were consistent with their statements in the interviews. The quantitative analysis results regarding mathematics learning experience levels and mathematics teaching efficacy perception levels, defined as continuous variables, overlapped with the qualitative analysis results.

Disposisi Matematis dan Self Efficacy Terhadap Hasil Belajar Matematika Siswa Kelas XI IPA SMAN 4 Wajo

This study aims to determine the effect of mathematical disposition and self-efficacy on mathematics learning outcomes for students of class XI IPA and IPA at SMAN 4 Wajo. The type of research used is ex-post facto research with a sample of 85 students from the population of class XI IPA and IPA at SMAN 4 Wajo, which were selected using the saturated sampling technique. The instrument used the following for data collection technique are questionnaire (a mathematical disposition and a self-efficacy) and a mathematics learning outcome test. Data analysis used descriptive and inferential statistical for hypothesis testing using simple linear regression analysis and multiple linear regression analysis. The results of the hypothesis test in this study indicate that: (1) there is a positive and significant effect of mathematical disposition on students’ mathematics learning outcomes, (2) there is a no positive and significant effect of self-efficacy on students’ mathematics learning outcomes, and (3) there is the positive and significant influence of mathematical disposition and self-efficacy together on students’ mathematics learning outcomes.

Pengembangan Modul Ajar Pembelajaran Berdiferensiasi dengan Strategi REACT untuk Mengembangkan Kecakapan Numerasi dan Disposisi Matematis Peserta Didik

This study aims to produce differentiated learning teaching modules with REACT strategies that are valid, practical, and effective in learning Mathematics on Statistics material. The type of research used is development research. The development procedure is carried out using Four-D steps with simplification into three stages which include define, design, and develop. Product validity is determined based on expert judgment. The practicality of the product is determined based on the responses of students and the results of observations of fellow teachers on the application of learning in class. Product effectiveness is determined based on the achievement of learning outcomes and the level of students' mathematical disposition. The results of the study show that the teaching modules developed: (1) have a very high level of validity with an average score of 4.65; (2) it is practical with an average score of student responses of 4.63 and an average score of observations of fellow teachers of 4.52; and (3) effectiveness is shown by the average score of learning outcomes assessment of 81, the percentage of completeness is 78% and the average score of mathematical disposition is 4.29.

Analysis of Students' Mathematical Communication Ability in Solving Problems Viewed from the Mathematical Disposition

Analysis of Students' Mathematical Communication Ability in Solving Problems Viewed from the Mathematical Disposition

Investigating problem-posing during math walks in informal learning spaces.

Informal mathematics learning has been far less studied than informal science learning - but youth can experience and learn about mathematics in their homes and communities. "Math walks" where students learn about how mathematics appears in the world around them, and have the opportunity to create their own math walk stops in their communities, can be a particularly powerful approach to informal mathematics learning. This study implemented an explanatory sequential mixed-method research design to investigate the impact of problem-posing activities in the math walks program on high school students' mathematical outcomes. The program was implemented during the pandemic and was modified to an online program where students met with instructors via online meetings. The researchers analyzed students' problem-posing work, surveyed students' interest in mathematics before and after the program, and compared the complexity of self-generated problems in pre- and post-assessments and different learning activities in the program. The results of the study suggest that students posed more complex problems in free problem-posing activities than in semi-structured problem-posing. Students also posed more complex problems in the post-survey than in the pre-survey. Students' mathematical dispositions did not significantly change from the pre-survey to post-survey, but the qualitative analysis showed that they began thinking more deeply, asking questions, and connecting school content to real-world scenarios. This study provides evidence that the math walks program is an effective approach to informal mathematics learning. The program was successful in helping students develop problem-posing skills and connect mathematical concepts to the world around them. Overall, "math walks" provide a powerful opportunity for informal mathematics learning.

DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS IN MATHEMATICAL PROBLEM SOLVING

The role of students' attitudes (disposition) towards mathematics is an important element in solving mathematical problems and must be maximized properly. Disposition has the following indicators: self-confident, flexibility, persistent, curiosity, reflecting, apply it. This study aims to describe the elementary students' mathematical disposition profile towards problem solving abilities. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews then analyzed by triangulation technique. The results show that there is a significant relationship between elementary school students' mathematical dispositions to problem solving abilities. Students who meet the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem solving abilities that need treatment. Each indicator description is described in this article.

Analysis Of Mathematical Problem-Solving Ability In View Of Mathematical Disposition

Problem solving is one-skills most importantly no could separated adri learning math. In the process of solving problems, students will not be separated from their positive attitude towards mathematics (mathematical disposition). On the other hand, the results of tests and observations during the pandemic show that the mathematical problem-solving ability of class X students of Gondang Vocational School is relatively low. Moment solve-problem math, students not enough motivated for solve it. Besides that, students feel less confident and unable to solve math problems. Goal writing article is to describe the mathematical problem-solving abilities of class X students of SMK Gondang in terms of mathematical dispositions. The research method used in article this is qualitative method. Class X TKR 4 has 26 students. Subjects are selected using purposive sample technique based on the results questionnaire categorization, taking into account learning activities students in learning mathematics. Data collection techniques include questionnaires, tests, and interviews. The data analysis techniques include data reduction, data presentation, and withdrawal conclusions referring to data processing Milles and Huberman. The research results show that position students dominant have a moderate level of disposition, and students who have the same level of disposition have different problem-solving abilities. This is because students have their own difficulties and mistakes in solving mathematics. Skills problem solving is based on the level of deep mathematical disposition post-pandemic learning, namely: students with a high disposition can fulfill four indicators of Polya problem solving, students with a moderate disposition are able to fulfill three indicators without re-examining the results and students with a low disposition can only fulfill one indicator that is understanding the problem

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

AbstrakKeberadaan dari peran disposisi matematis menjadi aspek yang masih dinilai vital ketika siswa berhadapan dengan pembelajaran matematika. Di tengah beragam penelitian terkait hal ini, masih minim studi yang mengkonstruksi instrumen disposisi matematis yang memenuhi kaidah statistik. Penelitian ini bertujuan untuk mengkonstruksi instrumen disposisi matematis yang telah melewati kajian statistik, dan difokuskan pada konstruksi instrumen untuk domain afektif. Penelitian yang melibatkan 185 mahasiswa S1 ini menggunakan instrumen berupa 33 butir pertanyaan 4 skala Likert yang dianalisis menggunakan analisis faktor konfirmatori melalui IBM SPSS 20. Metode ekstraksi menggunakan Maximum Likelihood dan menerapkan rotasi Varimax untuk membedakan antar dimensi dengan lebih maksimal. Uji prasyarat mengindikasikan terpenuhinya kecukupan sampel dan korelasi yang kuat untuk dilanjutkan dalam proses pengelompokkan dimensi. Hasil analisis faktor konfirmatori memberikan 7 dimensi disposisi matematis domain afektif, di mana nilai reliabilitas Cronbach Alpha dari tiap dimensi cukup tinggi, di mana mengindikasikan validitas yang baik. Secara keseluruhan, konstruksi instrumen memuat 33 butir pertanyaan yang valid dan reliabel. Konstruksi instrumen yang telah teruji secara statistik ini dapat digunakan untuk keperluan penelitian lanjutan yang hendak menelaah secara komprehensif terkait disposisi matematis yang menyoroti domain afektif. AbstractThe existence of the role of mathematical disposition is still vital in dealing with mathematics learning. Among various researches discussing this issue, there are still few studies that deal with constructing mathematical disposition that fulfill adequate statistical review. This study aims to construct mathematical disposition instrument, which is well-tested through statistic review, and focused on affective domain. Methods: This study which involved 185 undergraduate students utilized instrument consisted of 33 four-Likert scale items analyzed using Confirmatory Factor Analysis (CFA) through IBM SPSS 20. The extract method was using Maximum likelihood and applied Varimax rotation to distinguish among dimensions optimally. Findings: The assumption tests indicate the sampling adequacy and strong correlation to be further conducted into the dimensions grouping process. The result of CFA brings 7 dimensions of mathematical disposition in the affective domain, where the value of Cronbach Alpha reliability of each dimension is quite high, which indicates good validity. Overall, the instrument construction provides 33 items which are all valid and reliable. Conclusion: The instrument construction which has been statistically tested, can be used for the purposes of further research seeking to comprehensively examine mathematical dispositions that highlight affective domains.

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.

Finding a mathematical disposition instrument of junior high school students in Indonesia

The study aimed to find an instrument for measuring the mathematical disposition of junior high school students in Indonesia. The research type was research and development, which is used to develop instruments of students' mathematical disposition. Data were collected from 384 respondents, who filled out a questionnaire with a total of 7 indicators and 25 statement items. 384 responses were divided into two criteria, stage 1 and stage 2, with each test having 197 respondents. Stage 1 analysis used the Exploratory Factor Analysis (EFA) approach, while stage 2 used the Confirmatory Factor Analysis (CFA) approach. Stage 1 obtained validation of 23 items with a loading factor of more than 0.4, consisting of 1 invalid item and 1 item was not meet expectations. The results of the CFA analysis have proven that 23 items were valid with a loading factor of more than 0.4. The reliability coefficient was 0.59, with an SEM value of 3.98. In sum, this instrument has 23 statements that have fulfilled the validity and reliability of the instrument and were feasible to use.

THE USE OF LKPD BASED ON THE TPACK FRAMEWORK ON THE MATHEMATICAL PROBLEM SOLVING ABILITY OF CLASS X MAN 4 AGAM STUDENTS

This research is motivated by the lack of support for the media used for mathematical problem-solving skills and mathematical dispositions of students in MAN 4 Agam for the 2021/2022 academic year. One way that can be done is to use LKPD based on the TPACK framework. This study aims to find out the mathematical problem-solving ability of students who learn using LKPD based on the TPACK framework higher than the problem-solving ability of students who learn using ordinary LKPD in class X MAN 4 Agam. The results showed that the average value of mathematical problem-solving ability of experimental class students was 73.47 and the control class was 54.51. Hypothesis test using t-test with α = 0,05 at 95% confidence level obtained.

Development of Discovery Learning Assisted by Cabri Express Teaching Materials to Improve Students' Communication Ability and Mathematical Disposition

The purpose of this study was to improve students' mathematical concepts through improving communication skills and students' mathematical dispositions using Discovery Learning assisted by Cabri Express. This research is development research using the 4-D development model, which consists of the Define, Design, Develop, and Disseminate phases. The subjects in this study were 18 students. Data collection techniques in this study used the instrument questions given in the form of written tests, while the data analysis techniques in this study were data collection, data processing, data presentation, and concluding. So that the conclusions that can be drawn from this study are Cabri Express assisted teaching materials on flat plane material developed using three stages, namely define, design, and develop. Teaching materials have been validated with an average value of 87.3% with very valid and very practical criteria. Thus, the Cabri Express-assisted Discovery Learning teaching material on flat-sided spatial construction material is feasible to use. Furthermore, the teaching materials developed received a positive response from students with a percentage of 76% in the "interesting" category. Students' mathematical communication ability is 74% and students' mathematical disposition is 76% in the Good category. This proves that using teaching materials based on discovery learning assisted by Cabri Express improves students' communication skills and mathematical dispositions.

Analisis Kemampuan Disposisi Matematis Melalui Model Pembelajaran Probing Prompting Pada Siswa Sekolah Menengah

This study aims to examine whether the achievement of the mathematical disposition of students who receive learning using the Probing-Prompting learning model is better than students who receive conventional learning. The method used in this research is quasi-experimental. The research sample consisted of two classes. Obtained class X MM 1 as the experimental class who received the Probing Prompting learning model and class X MM 2 as the control class who received the Problem Based Learning learning model. The instrument used in this study was a liqueur scale questionnaire. The collected data was then processed using IBM SPSS 23.0 for Windows software. The results showed that the mathematical disposition of students who received learning using the Probing Prompting model was better than students who received the Problem Based Learning learning model

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.