Mathematical Representation Ability Research Articles

Analysis of Student's Mathematical Representation Abilities on Plane Figures Subject in the New Normal Era

This study aims to analyze the mathematical representation ability of junior high school students on plane figures subject in the new normal era. To prevent the spread of Covid-19 in schools, learning was carried out alternately with 50% face-to-face learning and 50% independently at home. This research is a qualitative descriptive study. The subjects of this study were 20 students studying in seventh-grade students, in the second semester, at Dharmasraya West Sumatra for the academic year 2020/2021. The instruments used in this study were tests of students’ mathematical representation abilities and interviews. The indicators measured are visual representation, expression representation, and word representation. Based on the research conducted, it was found that the level of students’ mathematical representation ability was still low (52.65). In general, students still experience problems in using their mathematical representation skills; therefore, students must be able to hone their representation skills in visual, symbol, and verbal representations. Mastering mathematical representation skills can make it easier for students to solve mathematical problems, and there will be fewer conceptual errors. Moreover, it is necessary to conduct additional research to enhance students’ mathematical representation skills. Keywords: mathematical representation abilities, new normal era, plane figures subject

UJI VALIDITAS KONTEN INSTRUMEN KEMAMPUAN REPRESENTASI MATEMATIS DALAM MENYELESAIKAN MASALAH BANGUN DATAR

Planar material is one of the materials that will be found again in several subsequent materials. In plane material, students' mathematical representation abilities need to be considered so that students are able to solve problems well. The aim of this research is to analyze the level of validity and reliability of the test instrument for junior high school students' mathematical representation abilities in solving flat shape problems. The research method used is a quantitative descriptive method. By using the Aiken's V formula, the expert validation results obtained an average V value of 0.93, which means that the questions have a very high level of validity and can be used. Meanwhile, the results of the reliability calculation show that the r value is 0.94, which means that the question has a very strong correlation coefficient and can be used. So this instrument can be used by teachers to measure the level of students' mathematical representation abilities in solving flat shape problems.

Improving Students' Mathematical Representation Ability with E-learning Modules Using the Kvisoft Flipbook Maker Application

This research is motivated by the need to enhance students’ mathematical representation skills, supported by the findings of a preliminary study involving eighth-grade students at SMPN 2 Gununghalu, West Bandung Regency. In the context of advancing science and technology, one viable approach is to develop technologybased learning media, one of which is by using the Kvisoft Flipbook Maker application. The purpose of this study was to determine whether e-modules, aided by the Kvisoft Flipbook Maker application, could improve students’ mathematical representation skills. The research employed the four-D (4D) research and development method, encompassing four stages: the definition stage, the design stage, the development stage and the dissemination stage. Data collection techniques in this study included both test and non-test methods. The findings from this study revealed an improvement in students’ mathematical representation abilities after utilizing e-modules with the help of the kvisoft flipbook maker application. Additionally, the e-modules met the criteria for validity, effectiveness and practicality in the learning process.
 Keywords: e-learning modules, kvisoft flipbook, students’ mathematical representation ability.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA DALAM MENYELESAIKAN SOAL CERITA BERBASIS MASALAH

This research aims to determine students' mathematical representation abilities in solving problem-based story problems. The research method applied is a qualitative approach with a descriptive design. The population of this study was 24 students of class X MIPA 1 at SMA Negeri 1 Telukjambe Barat, and the sample taken was 3 students selected using a purposive sampling technique. The subject selection process is carried out to ensure that the sample reflects special characteristics or traits that are relevant to the research objectives. As a result, subjects were selected to represent categories of high, medium, and low mathematical representation ability. The data collection technique is in the form of a written test designed to measure students' mathematical representation abilities, with the test material focusing on sequences and series. The mathematical representation ability indicators measured involve visual, symbolic and verbal representations. The results show that students' ability to solve story problems is still moderate, with the potential to improve visual, symbolic and verbal skills; students in the high category can fulfill all representation indicators, while students in the low category require intervention to improve their understanding of mathematical word problems. The conclusion are the percentage of student achievement in visual and verbal aspects still being low, indicating the need for a learning approach that is more focused on developing visual representation abilities and verbally in the context of story problems to enrich students' experiences.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA ABK (SLOW LEARNER) PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV)

This article aims to determine the mathematical representation ability of students with special needs with the type of slow learner on variable linear equation system material at the junior high school level grade VIII Syech Quro at SMPI Al – Mumtaaz. The method used in this article is descriptive qualitative with the analysis used in this study is descriptive analysis on slow learners in the class. The population and sampling technique for this article is using the Purposive Sampling technique which uses a sampling technique with certain considerations, namely choosing 3 students including 2 boys and 1 girl. To demonstrate students' ability to represent story problems from the Two Variable Linear Equation System into mathematical and graphic forms.

Differences in high school students' mathematical representation ability in homogeneous classes: Which is better?

Mathematical representation is one of the higher-order thinking skills needed by students in analyzing physics cases as a form of proving the truth of understanding. Referring to the inconsistencies in the results of research on mathematical representation involving gender and the phenomenon of the high ability of female students in heterogeneous classes, it is suspected that there is a relationship between class type and mathematical representation. This study aims to analyze the increase in students' mathematical representation abilities in terms of gender differences in homogeneous classes. The research subjects consisted of class X high school students in Bantul, Indonesia, consisting of 26 boys and 27 girls. The research instrument was 5 physics questions that referred to indicators of mathematical representation. Data analysis to find out how the category of mathematical representation increases using the N-Gain index. The results of this study were (1) the improvement in the ability of the male students' mathematical representation in the medium category was superior to that of the female students, (2) the improvement in the ability to make mathematical expressions and use visual representations was better for the male students, and (3) the ability of the female students in terms of making image representations better than male students. This research implies that further research is needed to be related to the causes of students' misinterpretation in dealing with physics test.

APPLICATION OF THE CREATIVE PROBLEM-SOLVING LEARNING MODEL TOWARDS STUDENTS' MATHEMATICS REPRESENTATION ABILITY

This research aims to find out what the learning process is like using the Problem based learning model. Hypothesis testing using the t test shows that there is a significant difference, namely significant (2-tailed) 0.004 < 0.05 so it can be concluded that H0 is rejected and H1 is accepted. This means that there is an average difference in students' mathematical representation abilities between the experimental class and the control class. Thus, the results of this hypothesis test show that there is an influence of the Creative Problem-Solving learning model on students' mathematical representation abilities

Analisis Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Masalah Luas Permukaan Bangun Ruang

Mathematical representation ability is one of the five basic abilities which is the goal of mathematics learning. Through mathematical representation, problems that initially appear difficult and complicated can be seen more easily and simply, so that they can be presented simply and can be solved more easily. But in reality, the representation ability of elementary school students is still low. The aim of this research is to describe the mathematical representation abilities of class VI students at SD Negeri Kebonsari Kulon I Probolinggo, in solving surface area problems of geometric shapes. This research is qualitative research with a descriptive approach. The population in this study were all class VI students at SD Negeri Kebonsari Kulon I Probolinggo, totaling 19 students. The data collection method in this research is the test method. Next, the data obtained was analyzed to determine students' representational abilities in solving problems on the surface area of ​​geometric figures. The results of this research show that students' visual and symbolic mathematical representation abilities in solving mathematical problems on the surface area of ​​spatial figures can be categorized as good with a percentage of 78.94% and 89.47%, while their verbal mathematical representation abilities can be categorized as very good with a percentage of 55.26. %.

KEMAMPUAN REPRESENTASI MATEMATIS PADA SISWA INDONESIA BERDASARKAN KARAKTERISTIK CARA BERPIKIR: SISTEMATIK LITERATUR REVIEW

The purpose of this study is to describe the results of mathematical representation ability based on the characteristics of ways of thinking. The method used in this research is a Systematic Literature Review (SLR). The data in this study amounted to 9 publications related to mathematical representation ability based on the characteristics of ways of thinking. The publication data are publications indexed by SINTA or Google Scholar, published in the range of 2018-2023, and located in Indonesia. The description in this study was reviewed based on the year of publication, journal index, publication media, methods used, education level of the research subject, research location, and research results. Through SLR, it was obtained that the most publications on mathematical representation ability based on the characteristics of ways of thinking occurred in 2019, repositories and Google Scholar became the publication media that published the most research, and qualitative methods became the most dominating method in this study, junior high school students became the most research subjects used as samples in this study, and the island of Java became the most dominant research location in Indonesia related to this research. In addition, it can be concluded that each student is unique in their thinking characteristics. keyword: Mathematical Representation Ability, The Characteristics of Ways of Thinking, SLR

Penerapan Teori Belajar Behavioristik dalam Pembelajaran

Representation is a student’s ability to communicate mathematical ideas or thoughts learned in a certain way. Mathematical representation abilities can help students build concepts and express mathematical ideas, as well as make it easier for students to develop their abilities. Representation can help students to organize their thinking. Mathematical representation is learning that demands optimal mental activity of students in understanding a concept. The aim of this research is to find out how elementary school students use mathematical representation. Representation plays an important role in efforts to develop and optimize students’ mathematical abilities. The concept of mathematical representation learning is a concept that refers to an approach to students through emphasizing the importance of understanding and using various forms of representation to facilitate students’ understanding of mathematics.

Penggunaan Representasi Matematika Siswa SD pada Pembelajaran Matematika

Representation is a student’s ability to communicate mathematical ideas or thoughts learned in a certain way. Mathematical representation abilities can help students build concepts and express mathematical ideas, as well as make it easier for students to develop their abilities. Representation can help students to organize their thinking. Mathematical representation is learning that demands optimal mental activity of students in understanding a concept. The aim of this research is to find out how elementary school students use mathematical representation. Representation plays an important role in efforts to develop and optimize students’ mathematical abilities. The concept of mathematical representation learning is a concept that refers to an approach to students through emphasizing the importance of understanding and using various forms of representation to facilitate students’ understanding of mathematics.

Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles

Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can represent with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, in the learning process, the teacher can plan a differentiated lesson by paying attention to the differences in students' cognitive styles.

Analysis of Mathematical Representation Ability According to Cognitive style

<em>The aim of this research is to analyze students' mathematical representation abilities in terms of cognitive style in the multivariable calculus course taught in semester 4 of the IKIP PGRI Pontianak Mathematics Education Study Program. This research is a qualitative descriptive research in the form of case study research. Research subjects were selected based on their cognitive style which was measured using the geft instrument. Selected subjects were then asked to work on mathematical representation ability questions and then interviewed according to these questions. Based on the research results, it was found that students who had a field dependent cognitive style in symbolic representation were able to link symbols with mathematical concepts, in graphical representation they were able to create images in the form of requested graphs, while in verbal representation they were less able to convey ideas effectively orally. or written. Meanwhile, students with an independent cognitive style in symbolic representation have been able to link symbols with mathematical concepts, in graphic representation they have been able to create images in the form of requested graphics, and in verbal representation they have been able to convey ideas effectively.</em>

Development of POE-Based Student Worksheets (Predict, Observe, And Explain) for Students' Mathematical Representation Abilities

Purpose of the study: This research aims to evaluate students' worksheets for building flat-sided spaces based on POE as a learning tool in improving students' mathematical representation abilities. This research also aims to determine student and teacher responses to the use of the student worksheets that were developed.
 Methodology: This research uses a 4D device development method which consists of four stages, namely the definition, design, development and dissemination stages. The development stage includes validation by material experts and media experts, revision, and testing of student responses. Data collection uses student response questionnaires using student worksheets to train students' mathematical representation skills. The subjects of this research were students in class VIII of junior high school. Data analysis techniques use descriptive statistics and qualitative analysis using the Miles and Huberman model.
 Main Findings: The validation results of material experts and media experts show that the student worksheets developed are quite valid. This research found that the POE-based flat-sided space construction student worksheet is suitable for use in improving students' mathematical representation abilities and getting positive responses from students and teachers. This research contributes to the development of innovative and effective learning tools in the context of mathematics learning.
 Novelty/Originality of this study: The novelty of developing a POE-based student worksheet for students' mathematical representation abilities lies in its departure from traditional teaching methods, its emphasis on inquiry-based learning and higher-order thinking, and its adaptability to a variety of mathematical topics all contributing to a more dynamic and engaging educational experience

Improving Students' Mathematical Representation Ability through The Use of Komik Digital Skala (KOALA)

<p>Kemampuan representasi diartikan sebagai kemampuan peserta didik untuk mengemukakan ide dan gagasan matematika kedalam berbagai cara seperti gambar, tabel, grafik, angka, huruf dan lainnya, sebagai upaya memecahkan masalah matematika. Kemampuan representasi yang dimiliki peserta didik cenderung rendah, baik itu pada kemampuan representasi verbal, visual dan simbolik. Penelitian ini bertujuan untuk meningkatkan kemampuan representasi peserta didik melalui penggunaan komik digital dengan memasukkan materi skala pada komik digital tersebut. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode <em>Cluster Random Sampling</em>. Populasi penelitian ini yaitu peserta didik kelas V di UPT SDN 2 Purwodadi dengan sampel penelitian kelas V-A dan V-B. Teknik pengumpulan data menggunkan tes tertulis berupa essai. Teknik analisis data yang digunakan adalah statistik non parametrik menggunakan <em>uji-t</em>. Dari hasil analisis diperoleh nilai nilai  ˃  atau 3,23 ˃ 2.05. Hasil penelitian menunjukkan bahwa komik digital dapat meningkatkan kemampuan representasi matematis peserta didik yang meliputi kemampuan representasi visual, representasi verbal dan representasi simbolik. Sehingga komik digital dapat dijadikan solusi dari rendahnya kemampuan renresentasi.</p>

Guided Discovery Learning to Improve Students' Mathematics Representation and Collaboration at Senior High School 6 Yogyakarta

Classroom Action Research aimed to assess the mathematical representation ability and collaboration in understanding circle material by implementing the guided discovery learning model. The data collection took place in April 2023 at SHS 6 Yogyakarta, involving 35 students from XI science. The research comprised two cycles, with a diagnostic test conducted in the first cycle focusing on the equation of a circle, particularly the position of points and lines related to the circle. In the second cycle, the diagnostic test concentrated on tangents to the circle. Data were gathered through tests, interviews, and questionnaires. The findings indicated that guided discovery learning effectively enhances both mathematical representation ability and collaboration. The average scores for the pre-cycle test were 78.87, for cycle I were 79.17, and for cycle II were 85. Moreover, the percentage of students achieving a score of 75 or higher increased from 60% in the pre-cycle to 71% in cycle I and further rose to 77% in cycle II. Regarding collaboration skills, in cycle I, 23 students were categorized as having medium-level skills, and 12 were classified as having high-level skills. In cycle II, the distribution changed with 16 students falling into the very high category, 12 in the high category, and seven in the medium category.

PENGARUH PENERAPAN MODEL ELICITING ACTIVITIES (MEAs) TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA

This study aims to determine whether there is an influence of Model Eliciting Activities (MEAs) on students' mathematical representation ability. This type of research is a quasi-experiment involving two groups that are given different treatments. The population of this study was grade XI students of SMA Islam Terpadu Wahdah Islamiyah Makassar and two classes were selected by cluster random sampling as research samples, namely class XI IPA 1 and XI IPA 2. Class XI IPA 1 as an experimental class taught using Model Eliciting Activities (MEAs), while class XI IPA 2 as a control class taught using conventional learning. The research instruments used were observation sheets for learning implementation, observation sheets on student activities, and tests on students' mathematical representation abilities. The data that has been collected using these instruments is analyzed using descriptive and inferential statistical techniques. The results of the descriptive analysis showed that: (1) students' mathematical representation ability after being taught using Model Eliciting Activities (MEAs) was in the less category, namely 34.5786 out of an ideal score of 100, (2) students' mathematical representation ability after being taught using conventional learning was in the low category, which was 8.7636 out of an ideal score of 100, (3) the increase in students' mathematical representation ability after being taught using Model Eliciting Activities (MEAs) is in the low category, which is 0.170, (4) the increase in students' mathematical representation ability after being taught using conventional learning is in the less category, which is 0.0669. The results of inferential statistical analysis show that: (1) with the Mann-Whitney Test test it can be said that there is a significant difference between the mathematical representation ability score parameters of grade XI science students taught using the Eliciting Aivities Model and the mathematical representation ability score parameters of grade XI science students taught using conventional learning, (2) with the Mann-Whitney Test test, it can be said that there is no significant difference between the parameter of increasing the mathematical representation ability of grade XI science students taught using the Eliciting Aivities Model and the parameter of increasing the mathematical representation ability of grade XI science students taught using conventional learning. From the results of this study, it can be concluded that there is no influence of Model Eliciting Activities (MEAs) on students' mathematical representation ability.

Mathematical representation: A bibliometric mapping of the research literature (2013–2022)

Mathematical representation ability is an essential skill for students to understand mathematical concepts. Many studies have been conducted regarding this ability, but it is necessary to map existing research to provide a clearer picture of future research topics. This study aims to provide a bibliometric review of trends using mathematical representation skills in mathematics teaching research. The method in this study is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting representative summaries of the literature in the Scopus database. The search was carried out using the keyword "mathematical representation" and selecting "article title" in the search menu in the Scopus.com database. Perish or Publish (PoP) software analyzes the author's name, number of document citations, document title, year of publication, document source, publisher, and document type. The results showed 99 publications and 357 citations related to mathematical representations, where the number of publications and citations fluctuated. The application of learning models and approaches, computer media, and analysis of mathematical representations is a research trend related to this variable. Therefore, paying attention to mathematical representations in learning mathematics and using effective strategies to improve students' mathematical representation abilities is essential. The findings of this study indicate the need to develop syntax and learning media based on mathematical representations to strengthen students' mathematical abilities.

Analisis Kemampuan Representasi Matematis Pada Materi Barisan Dan Deret

This research aims to describe the level of ability of 32 students in class XII - MIPA 1 at SMA Negeri 1 Jatiwangi. The question instrument used in this research is 5 written test questions which refer to indicators of students' mathematical representation abilities. The data analysis technique used in this research is an interactive analysis technique which consists of three components, namely data reduction, data presentation, and drawing conclusions. The results of this research show that (1) The level of students' mathematical representation ability has an average score of 39.32 in the medium category. (2) Errors in solving statistics problems which include conceptual errors (wrong understanding of the meaning of the problem), principle errors (wrong conclusions in determining the final answer to the problem, wrong use of rules in mathematical formulas), and operational errors (wrong in using operations in mathematics such as addition, subtraction, division and multiplication). students' mathematical representations, and students' errors in solving sequences and series problems based on indicators of students' mathematical representation abilities, in class XII - MIPA 1 at SMA Negeri 1 Jatiwangi. This research uses descriptive research with a qualitative approach. The subject of this research.

The effectiveness of Problem-Based Learning physics pocketbook integrating Augmented Reality with the local wisdom of catapults in improving mathematical and graphical representation abilities

This research aimed to reveal the effectiveness of using a Problem-Based Learning (PBL) physics pocketbook integrating augmented reality (AR) with the local wisdom of catapults in improving the mathematical and graphical representation abilities of high school students. This study is a quasi-experiment with a pretest-posttest control group design. The data collection was carried out in two stages, namely empirical testing and effectiveness testing stages. The empirical test was conducted on 276 grade XII students, while the effectiveness test was conducted on three science classes of grade XI students of State Senior High School (SMAN) 10 Yogyakarta. The three classes consisted of 36 students in the experimental class, 36 students in the Contrast Class 1, and 36 students in the Contrast 2 Class. The mathematical and graphical representation abilities were measured through a test instrument that passes the analysis of the empirical test using the QUEST program. General Linear Model (GLM) was utilized to analyze the effectiveness test, which was supported by the SPSS software. The result of the General Linear Model (GLM) analysis in the experimental class showed a significant value of 0.000 on the mathematical and graphical representation ability variables. The findings of this study indicate that the use of the developed Problem-Based Learning physics pocketbook integrating augmented reality with local wisdom is effective in increasing the mathematical and graphical representation abilities of grade XI students, with an effective contribution of 82.6% and 84.4% each.