Mathematical Representation Ability Research Articles

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>

DEVELOPMENT OF LEARNING TOOLS USING THE MISSOURI MATHEMATICS PROJECT MODEL ASSISTED BY GEOGEBRA TO IMPROVE THE MATHEMATICAL REPRESENTATION ABILITIES OF STUDENTS

The aims of this study were: 1) to determine the validity, effectiveness, and practicality of the Missouri Mathematics Project model assisted by Geogebra; and 2) to know students' mathematical representation abilities after using the Missouri Mathematics Project model assisted by Geogebra. The research model used is the Thiagarajan 3D Development model. The sample of this research was 32 students of class X TITL 2 of SMK Negeri 2 Medan. This research produced mathematics learning tools in the form of lesson plans, modules, media (Geogebra), initial ability tests (pretest), final ability tests (posttest), student needs questionnaires, and student response questionnaires. Based on the assessment of material experts (validator I), media experts (validator II), and student experts, a validity level of 94%. Based on the results of the N-Gain test on the Pretest and Posttest, the learning tools developed are categorized as effective and have an effectiveness level of 82,25%. Based on the results of student response questionnaire calculations, the practicality of the learning tools developed reached 85.34%. In addition, this study proves that there is an increase in the learning model of the Missouri Mathematics Project assisted by Geogebra on students' mathematical representation abilities carried out at SMK Negeri 2 Medan.

Mathematical Representation Ability in Terms of Students’ Learning Independence in Project Based Learning Model Assisted by Google Sites

Mathematical Representation Ability in Terms of Students’ Learning Independence in Project Based Learning Model Assisted by Google Sites

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.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SMP

The purpose of this study was to describe the mathematical representation abilities of seventh-grade junior high school students in solving math problems on geometrical material. This research is a qualitative descriptive type of research. The subjects in this study were 18 students in class XII at SMPN.04 Sungai Full for the 2022/2023 academic year. The focus of this research is the ability of visual representation, symbolic representation, and verbal representation. The research methodology used is descriptive qualitative in which tests and documentation are the data collection techniques used. The conclusion of this study is that the ability of mathematical representation is very important for students to master in determining the right strategy to be able to solve a mathematical problem. Mathematical problems in everyday life, visual, verbal and symbolic representation abilities are used, because everyday life problems need to be represented in the form of symbols or images in order to make it easier to solve problems and face them.

Analysis Of Students' Mathematical Representation Ability in View of Learning Styles

Students' mathematical representation ability from the point of view of learning styles, we can see that learning styles play an important role in how students absorb mathematical information. The visual learning style involves using pictures, diagrams and other visual representations to understand math concepts. The auditory learning style involves a preference for listening to oral explanations or participating in discussions. Meanwhile, the kinesthetic learning style involves physical movement to gain an understanding of mathematics. This study aims to determine: 1) the representational ability of students who have a visual learning style, 2) the representational ability of students who have a kinesthetic learning style, 3) the representational ability of students who have an auditory learning style. In this study using descriptive qualitative research methods to determine the ability of mathematical representation which has a learning style for each student in class VII-F SMP Negeri 2 Kuningan. Data were collected through learning style questionnaires, representation ability tests and interviews with students. The results of the learning style questionnaire for the majority of students have a rich visual learning of 42%, kinesthetic 30% and auditory 28%. The results of the representation ability test showed that students with visual learning styles had high mathematical representation abilities, while the majority of students with auditory and kinesthetic learning styles were categorized as moderate. Interviews with students revealed that learning understanding can be understood by means of their learning styles. However, teachers face obstacles in choosing learning models that suit students' learning styles and need to understand individual learning needs. Students' activities in learning mathematics also still need to be improved, especially in the ability to discuss, conclude, and make summaries. Therefore, further efforts are needed to pay attention to differences in student abilities and develop appropriate strategies to increase student interaction and participation in learning mathematics.

The Importance of Mathematical Representation Ability for Elementary School Students: A Literature Review and Its Implications

The Importance of Mathematical Representation Ability for Elementary School Students: A Literature Review and Its Implications

Analisis Penerapan Kurikulum Merdeka dalam Meningkatkan Kemampuan Representasi Matematis Siswa

The development of the education curriculum in Indonesia, particularly the 2021 Merdeka Curriculum, focuses on instilling character education through P5 (Penguatan Profil Pelajar Pancasila Project). However, students still face difficulties in understanding mathematics, particularly mathematical representation. This study employs a qualitative descriptive method to evaluate the implementation of the Merdeka Curriculum in enhancing mathematical representation skills in Grade VII-B at SMP Negeri 2 Cibeureum. Data is collected through observations, tests on mathematical representation abilities, and student interviews. The findings indicate that most students possess moderate mathematical representation skills, with the Merdeka Curriculum playing a vital role in enhancing these skills through active interactions. Students with lower proficiency require a deeper approach and social support. Interviews reveal positive changes in the learning process, yet as per the observational results, some students remain inactive in the learning process. The full objectives of the Merdeka Curriculum have not been entirely achieved. The teacher interview results reveal implementation barriers, such as selecting teaching models that match students' learning styles. Teachers strive to overcome these barriers through reflection, discussions with colleagues, and the creation of more engaging teaching models.

The Effect of Realistic Mathematics Education With Role-Playing Method on Students' Mathematical Representation Ability

The decrease in students' mathematical abilities is caused by students' low interest or motivation in mathematics and the use of teaching approaches that are not suitable for students' learning styles, which is decreasing their interest in learning and struggling to understand mathematical materials. This quantitative study with experimental method aims to find out how influential RME (Realistic Mathematics Education) through role play method is on students' mathematical representation ability. A total of 66 students were positioned as research subjects. Data on students' mathematical representation ability was collected using a test of 5 description questions and analyzed using descriptive statistics in the form of averages and analytical statistics in the form of t-test (Independent Sample Test). The results showed a statistically significant difference between the mathematical representation ability of students who applied RME and students who only applied conventional learning. And if there is a difference then there is an effect of the treatment given to the experimental class. Following up on the findings in this study, RME with role-playing method has a positive effect on students' mathematical representation skills and can be applied in learning mathematics considering that it can encourage students to be actively involved and create a new circumstance in learning.

Mathematical Representation Ability of Junior High School Students: A Case Study of Students’ Cognitive Ability through Realistic Mathematics Education

Mathematical Representation Ability of Junior High School Students: A Case Study of Students’ Cognitive Ability through Realistic Mathematics Education

Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach

This study aims to determine the average increase in the mathematical representation ability of students who are taught using Team Assisted Individualization (TAI) learning and conventional learning and to see the effectiveness of the TAI learning model with a constructivist approach. The subjects in this study were students of class VIII SMP Negeri 3 Samaturu in the even semester. Sampling was carried out using cluster random sampling technique as the experimental unit selected two research classes. Data analysis techniques using descriptive statistics and inferential statistics. Furthermore, the results of inferential statistics on hypothesis testing using the t-test. Based on the results and discussion in this study, several conclusions were obtained, namely: (1) students' mathematical representation abilities before being taught by the TAI model with a constructivism approach consisting of 19 students showed an average of 14.08, with a standard deviation of 5.78615; (2) students' mathematical representation abilities after being taught using TAI learning with a constructivism approach show an average value of 58.72, with a standard deviation of 7.332761; and (3) Learning mathematics through the TAI learning model is more effective than conventional learning.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS DALAM MATERI BARISAN DAN DERET ARITMATIKA DITINJAU DARI GAYA BELAJAR SISWA DIKELAS 8

Abstract: This study aims to describe the ability of mathematical representation in the material for sequences and series in terms of the learning styles of students in class 8 MTS AL-MA'ARIF Pontianak Academic Year 2022/2023. This research uses descriptive research with a qualitative approach. The method used is a learning style questionnaire, mathematical representation test, and interviews. The subjects in this study were 6 students consisting of 2 visual learning style students, 2 auditory learning style students, 2 kinesthetic learning style students. The results of this study indicate that (1) the mathematical representation abilities of subjects who have a visual learning style are less able to solve problems (2) the mathematical representation abilities of subjects who have an auditory learning style are almost able to solve all questions correctly (3) the mathematical representation abilities of subjects who have kinesthetic learning style has not been able to solve all the problems. Â

Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika

This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence.
 The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.

Mathematical Representation Ability of Students on Linear Program Material in Terms of Learning Interests in Problem Based Learning

This study aims to determine the completeness of the implementation of Problem-Based Learning (PBL) to the achievement of students' mathematical representation skills, determine the influence of learning interest on the mathematical representation ability of students in PBL, and describe the mathematical representation skills of students in terms of learning interest. The research method used is a mixed method with a concurrent embedded strategy. The results showed that PBL did not complete the mathematical representation ability of students. This is due to several factors including (1) the difficulties experienced by students in online learning, (2) the time gap between the last meeting of PBL and the mathematical representation ability tests, (3) the weakness of PBL learning that takes a long time, (4) the number of students who are the subject is too little, and (5) the problem of mathematical representation ability test instrument is difficult. Furthermore, there is an influence of learning interest in the mathematical representation ability of students in PBL by 56.2%. Then, the mathematical representation ability of subjects with high and medium categories of learning interest tends to be able to meet the three indicators of mathematical representation ability, while subjects with low categories of learning interest are not able to meet the three indicators of mathematical representation ability. The three indicators of mathematical representation ability are visual representation, Representation of Mathematical Equations or Expressions Ability, and representation of words or written text.
 Keywords: mathematical representation ability, learning interest, problem-based learning. 

Systematic literature review on the recent three-year trend mathematical representation ability in scopus database

Mathematical representation is essential as the gateway to mastering mathematical literacy. This literature study aims to determine the growth of students' mathematical representation abilities in the last three years. This literature study presents a literature review on the development of mathematical representations, including media, strategies, and measurement instruments to serve as the basis for future mathematical representations. The literature study method used is the SLR (Systematic Literature Review), utilizing a review procedure that refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework in the period 2020 to 2022 because the growth in literature studies on mathematical representations is very significant and latest. Data were collected by reviewing 24 Scopus-indexed articles and proceedings from the Scopus database. The study's results reveal that from the 24 selected literature, it can be interpreted if the mathematical representation ability can be improved and fulfills the indicators of mathematical representation itself by providing innovation in media, strategies, and instruments in learning mathematics. The innovations provided can be in the form of technology integration (Geogebra), no longer conventional strategies (RME strategy), and instrument indicators of the representation itself. Thus the ability of students' mathematical representations is no longer included in the low category in solving mathematical problems.

Students' mathematical representation ability in terms of field dependent and field independent cognitive styles of Quadrilateral Flat material

Eld-independent cognitive styles in solving problems on rectangular shape material. This type of research is descriptive qualitative research, namely by interpreting data with the stages of image analysis, interviews, observation, and documentation. The subject of this study was taken by purposive sampling after carrying out the GEFT test in class V where 4 samples were taken based on field dependent and field independent cognitive styles. The instruments prepared in this study were GEFT test questions and mathematical representation questions. From the results of this study it shows that: 1) students who have a field dependent cognitive style carry out mathematical representations visually students are not always able to make pictures and symbols of a problem and in mathematical expression students can make mathematical models and can perform calculations according to what has been taught by the teacher accurately or always think globally without making new discoveries and in written expression students are less able to make solutions in logical and systematic written words. 2) students who have a field independent cognitive style make mathematical representations in solving problems with visualization stages can understand the problem and change it in the form of images and symbols in accordance with the problems that are understood and in mathematical expression students and can make plans for solving with mathematical models and can carry out calculations in their own way in accordance with their experience which is considered fast average in written expression students are able to express solutions in written words in a systematic and logical manner.