Mathematical Representation Ability Research Articles

Description of Mathematical Representation Ability Through HOTS-Oriented Learning Model: a Systematic Literature Review

Penelitian ini bertujuan untuk mendeskripsikan hasil deskripsi kemampuan representasi matematis melalui model pembelajaran berorientasi HOTS dari tahun publikasi, level indeks jurnal, jenjang pendidikan, banyak sampel, demografi, metode dan materi yang dibahas. Melalui metode Systematic Literature Review (SLR), penelitian ini didukung oleh beberapa referensi terdahulu mengenai analisis kemampuan representasi matematis dengan berbagai macam model pembelajaran pada kurun waktu 2016-2022. Artikel yang digunakan sebagai referensi adalah artikel yang telah terpublikasi dengan subjek penelitian jenjang pendidikan SD, SMP, SMA sederajat hingga Perguruan Tinggi. Berdasarkan hasil penelitian, didapatkan artikel relevan yang terpublikasi pada Google Scholar sebanyak 44 artikel kemampuan representasi matematis melalui 3 jenis model pembelajaran berorientasi HOTS. Tercatat bahwa artikel paling banyak adalah terindeks Sinta 4 dengan demografi tertinggi di Pulau Sumatera pada tahun 2019 serta metode kuantitatif adalah metode paling sering dijumpai. Jenjang pendidikan terbanyak adalah tingkat menengah pertama dengan sampel lebih dari sama dengan 30 siswa. This study aims to describe the results of the description of mathematical representation abilities through the HOTS-oriented learning model from the year of publication, journal index level, education level, many samples, demographics, methods, and materials discussed. Through the Systematic Literature Review (SLR) method, this research is supported by several previous references regarding the analysis of mathematical representation abilities with various learning models in the 2016-2022 period. The articles used as references are articles that have been published with research subjects at elementary, junior high, high school, and university levels. Based on the results of the research, it was found that 44 relevant articles published on Google Scholar were mathematical representation abilities through 3 types of HOTS-oriented learning models. It was noted that most articles were indexed by Sinta 4 with the highest demographics on Sumatra Island in 2019 and the quantitative method was the most frequently encountered method. The highest education level is junior secondary level with a sample of more than 30 students.

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75% of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

KEMAMPUAN REPRESENTASI MATEMATIS CALON GURU MATEMATIKA PADA MATA KULIAH TEORI PELUANG

In understanding mathematics learning, representation is considered an entry point in solving various complex mathematical problems. The ability of mathematical representation is related to the expression of mathematical ideas using various ways, including written language, spoken language, pictures, symbols, examples, diagrams, graphs, or other real examples as representations. The research design used is mixed research (Mixed Method). The subjects in this study were 17 prospective mathematics teacher students, but then 3 (three) people were selected as subjects to be interviewed. Consists of subjects with high category (S1), subjects with medium category (S2), and subjects with low category (S3). Data collection was carried out using test instruments in the form of description questions in the probability theory course. From the test results, after being examined, students were selected to represent each category. Furthermore, by using the results of student tests, interviews were conducted to compare the results of interviews with student answers. The results of the written test and the results of the interview test were then analyzed to determine the student's representational ability. The results of this study indicate that students' mathematical representation skills in the probability theory course are still relatively low, this can be seen in 3 (three) subjects after matching the results of the written test and the results of the interview test. Individuals with high categories can meet the indicators of expression representation or mathematical equations and verbal representations. Subjects in the medium category were able to fulfill the indicators of mathematical representation or expression. Low subjects were not able to fulfill one of the three indicators of mathematical representation ability

KEMAMPUAN MULTIPEL REPRESENTASI MATEMATIS MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK (PMR) PADA MATERI PECAHAN

This research is focused on elementary school students multiple mathematical representations through realistic mathematics education on fractions lesson. The problem that will be solved is "what is the ability of multiple mathematical representations of fourth grade elementary school students through realistic mathematics education on the concept of fractions and equivalent fractions?" This research was conducted at public school 1 Ternate City. The research subjects were 4 students, one high-ranking student, two medium-ranking students, and one low-ranking student. The research was conducted in two learning actions. The results of data analysis found: (1) high-ranking students (S1), from the beginning of first action to the end of second action, liked to study in groups. In the first action the percentage of mathematical representation ability to the ideal maximum score is 100% both when working on the LKPD and in the final test of first action. The mode of representation ability level is at level 4 (creating and using representations correctly); (2) students of moderate rank (S2 and S3), enjoy working in groups. The average percentage of achievement of the mathematical representation ability score by masters working on the LKPD is 94% and at the end of the action test it is 100%. The percentage of achievement of the mathematical representation ability score by S3 doing LKPD is 99.5% and at the end of the action test is 96%. S2 and S3 mathematical representation ability level mode is at level 4; (3) low-ranking students (S4) who like to work alone. The average percentage of achievement scores of mathematical representation abilities by S4 working on LKPD is 72% and on the final test of action 78%; (4) students enjoy learning the concept of fractions and equivalent fractions through realistic mathematics education. The use of bread model props for the concept of fractions and or equivalent fractions makes students actively work in pairs and enjoy learning; (5) students are able to use props to solve problems, (6) students are able to manipulate images to solve problems.

Differences in Mathematical Representation Ability and Self-Efficacy of Students Given the Problem Based Learning Model the Missouri Mathematics Project at Bagan Sinembah Senior High School

The purpose of this study is to: (1) analyze the difference in the mathematical representation ability of students who are given the problem based learning and students who are given the missouri mathematics project , (2) analyze the difference in self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project , (3) analyze the interaction between the learning model and the initial mathematical ability of students' mathematical representation abilities, (4) analyze the interaction between the learning model and the initial ability of mathematics on self-efficacy students. This research is a quasi-experimental research. The population of this study were all students of class X Senior High School 2 Bagan Sinembah and the sample of this study were students of class X-1 and X-3, each totaling 30 students. The instrument used consisted of a mathematical representation ability test and a self-efficacy student. Data analysis was performed using two-way ANOVA. The results of the study show that (1) There are differences in the mathematical representation ability of students who are given a problem based learning and students who are given a missouri mathematics project , (2) There are differences self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project , (3) There is no interaction between the learning model and the initial mathematical ability of the students' mathematical representation ability, and (4) There is no interaction between the learning model and the initial ability of mathematics on self-efficacy students. Keywords : Problem Based Learning, Missouri Mathematics Project, Mathematical Representation Ability, and Self-Efficacy. DOI: 10.7176/JEP/13-16-07 Publication date: June 30 th 2022

DECISION MAKING IN POLICY LEARNING MODEL THROUGH STUDENT MATHEMATICS REPRESENTATION ABILITY TEST IN LEARNING TWO VARIABLE LINEAR EQUATIONS

This study aims to make decisions about learning model policies by exploring students' mathematical representations in learning mathematics. The benefit of the ability to represent mathematics is that it facilitates problem-solving. Students need to train and develop things related to mathematical representation in a lesson. The form of mathematical representation used is a visual representation, making mathematical models, and using words in problem-solving. From the results of the study, it was found that the students' mathematical representation skills were linear equations of two variables, namely students as the first subject in the very capable category of students fulfilling complete and very good mathematical representations. Students with moderate academic ability in the second subject and meeting the mathematical representation ability were quite good, while students in the third subject with existing indicators had incomplete results and did not meet the mathematical representation.

Relationship among mathematics representation skills, mathematics anxiety, and problem-solving ability of 8th graders

The purpose of this research was to determine whether there was a positive and significant relationship between mathematical representation skills and mathematical anxiety with the problem-solving abilities of eighth grade students of SMP N 2 Sedayu Bantul Yogyakarta. This research is a quantitative research involving 63 grade VIII students of SMP Negeri 2 Sedayu. The data collection method is carried out through data collection techniques in the form of questionnaires and tests. The questionnaire instrument was used to determine student learning anxiety while the test instrument was used to determine mathematical representation and problem-solving skills. Data analysis used multiple linear regression analysis method. The results showed that there was a positive and significant relationship between mathematical representation ability and mathematical anxiety with solving ability by using the F-test which resulted in F = 3.882 > 3.33 = F table with a significance level of 5%. While the correlation coefficient obtained is R = 0.3666. The regression equation is . The relative contribution of X1 is 57.88% and X2 is 42.11%. While the effective contribution of X1 is 12.24% and X2 is 8.904%.

Students Mathematical Representation Ability in Learning Algebraic Expression using Realistic Mathematics Education

Mathematical representation ability (MRA) is crucial in solving mathematical problems, particularly in the topic of algebraic expressions. However, some students struggle to grasp algebraic forms in real-world circumstances. Learning through realistic mathematics education (RME) using context is one of the learning approaches that could help improve students' MRA. The objective of this study was to assess students' MRA in learning algebraic expressions through realistic mathematics education. This research employed mixed-method research with a sequential explanatory design. The subjects of this study were 27 seventh-grade students from a junior high school in Banda Aceh, Indonesia. Data on students' MRA were gathered through written test and task-based interviews. The descriptive analysis of written test data revealed that students' average score is 3.6, which is considered low compared to the maximum score of 8. The majority of students (n=24) satisfied the visual indicators of MRA as they successfully drew the composite shape. Whereas the most challenging MRA aspect for students to master was symbolic representation, only a few students (n=6) could solve the problem related to the multiplication of algebraic expressions. Students’ learning loss in the prerequisites due to online learning during the Covid-19 outbreak was one cause of the students' low performance on MRA.

IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU

Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the future

Pengaruh Model Pembelajaran Learning Cycle terhadap Kemampuan Representasi Matematis

Mathematical representation ability can be a bridge to understanding concepts because it can help develop and present real problems in everyday life into mathematical language. In the learning cycle itself, there are two out of five stages that can train and develop mathematical representation skills, namely the exploration and elaboration stages. In this study, the Learning Cycle learning model was used for 7th grade junior high school students to determine the effect of students' mathematical representation abilities whose learning uses the 5E Learning Cycle learning model when viewed from the student's Self Concept. The data analysis technique used two-way ANOVA and the Independent Test, as a further test. The results of this study indicate that there is a significant effect of learning cycle learning on the ability of mathematical representation in students with high self-concept. For students with low self-concept, there is no significant effect. This is because students with low self-concept tend to be happy to accept the lessons given by the teacher. Therefore, the learning cycle learning model can have effect on increasing the ability of mathematical representation in students with high self-concept.

Kemampuan Representasi Matematis Siswa SMP terhadap Materi Segiempat

Mathematical representation skills are needed in understanding the material and solving problems. The facts show that efforts are needed to improve students' mathematical representation abilities. This research aims to analyze the mathematical representation ability of VIII grade junior high school students on quadrilateral material. The research method is descriptive qualitative. Data collection techniques were carried out through written tests, interviews, documentation, and researcher notes. The data analysis technique was carried out using the Milles and Huberman analysis model. The research subjects were six grade VIII junior high school students. The results showed that visual representations were mastered by students but when given other cases students could not answer, image representations were only mastered by some students because others lacked confidence, representations of equations or mathematical expressions were only mastered by one student because most students did not understand how to work. the material contained in the questions, and the word representation can be mastered by all students, but when given another case students cannot answer because they do not know how to work on the questions used.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV)

This study was aimed to determine the mathematical representation ability of students at the level of junior high school class IX. The subjects in this study were students of class IX B in one of the junior high schools in Klari District, Karawang Regency who were randomly selected with a total of 25 students. The method applied in this research is descriptive qualitative. The instrument in this research is by testing the ability of mathematical representation of the material of a two-variable linear equation system as many as 3 description questions. The data analysis technique used in the study consisted of data reduction, data presentation and conclusion drawing. The results of this study indicate that the mathematical representation ability of class IX B students at the school on the material of a two-variable linear equation system is in the low category.

Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Soal Himpunan dan Kemandirian Belajar

In general, the mathematical representation skills of students in Indonesia are still relatively low, this is indicated by the number of students who still have difficulty in working on problems in the form of images, symbol, and verbal. One of the factors that affect the ability of mathematical representation shiva is the independence of learning. This research aims to find out the mathematical representation skills in solving set problems and learning independence. The type of research used in this research is qualitative research. The subjects in the study were class VIII students of the 2020/2021 school year who were at Kelurahan Sukagalih, which amounted to 3 people using purposive sampling techniques. The data collection techniques used are learning independence questionnaires, representation skills tests, interviews, and documentation. The results showed that students mathematical representation abilities in learning independence had medium and low categories seen from students mathematical representation abilities on image and symbol, so that students are able to solve problems. Some students are only able to solve problems to convey their mathematical ideas in their own language.

Systematic Literature Review: Kemampuan Representasi Matematis Siswa Pada Pembelajaran Matematika

The ability of mathematical representation in learning is very necessary, especially in learning mathematics. The purpose of this study was to examine the ability of students' mathematical representation in learning mathematics. Data is collected through related journals for review. The research method chosen in this study was to find the SRL (Systematic Literature Review) method. Data collection was carried out by documenting and reviewing all articles on mathematical representation abilities published in the period 2016-2021. The articles used in this study were 29 international journal articles indexed by Scopus and 31 nationally accredited which were obtained from the undergraduate google database using the publish or perish application. The ability of mathematical representation is very closely related to students, especially in learning mathematics, which is a form of interpretation of students' thoughts on problems that are used as tools to find solutions to mathematical problems.The results showed that the ability of mathematical representation in learning mathematics can be improved by providing innovations in learning and providing opportunities for students to develop mathematical representation skills by fulfilling the indicators of the mathematical representation itself. Thus the students' mathematical representation ability is no longer in the low category in solving mathematical problems.

Kemampuan Representasi Matematis Siswa dalam Memecahkan Masalah Relasi dan Fungsi Kelas VIII SMP

This study aimed to knowing and describe students' mathematical representation skills in solving relational and function problems for class VIII in academic year 2021/2022. The research method used was descriptive research with a qualitative approach. The instruments used were mathematical representation ability tests and interview. The research subjects were students VIII C with 30 students who were given a mathematical representation ability test grouped into high, medium, and low categories based on their mathematical ability. From each category, 2 students were selected to be interviewed further. In general, from the test results, students with high mathematical representation abilities have been able to achieve indicators of mathematical representation abilities with an achievement percentage of 82.63% which is very good. Students with moderate mathematical representation skills with an achievement percentage of 51.26%, which is sufficient. and students with low mathematical representation skills with an achievement percentage of 25.95%, which is less. From the results of interviews, students with high mathematical mathematical representation abilities were able to explain the answers to the test results very well. Students with moderate mathematical representation skills are quite able to explain their answers well. Students with low mathematical representation ability are able to explain the answer but the explanation given is less detailed.

Analisis Kemampuan Representasi Matematis pada Materi Barisan dan Deret Berdasarkan Gaya Belajar

This study aims to describe the mathematical representation ability based on the learning styles of students for 11th grade of senior high school 4 Praya Academic year 2020/2021. Type of research used descriptive research with a quantitative approach. In determining the sample used purposive sampling technique. The sample in this study was 60 students of class XII MIPA 4 and XII MIPA 6 SMAN 4 Praya. According results of the research, the conclusion was mathematical representation ability of students with visual learning style reach 51.59 in very low category. The mathematical representation ability of students with auditory learning style reach 64.29 in medium category. The mathematical representation ability of students with kinesthetic learning styles reach 49.89 in very low category. The mathematical representation ability of students with auditory learning style has highest category than students with visual and kinesthetic learning styles.

THE STUDENT’S ENHANCEMENT OF MULTIPLE REPRESENTATION ABILITY USING MERRILL’S FIRST PRINCIPLES OF INSTRUCTION

A learning process in schools realizes the purpose of this education. Mathematical multi representation ability is one of the general goals of teaching mathematics in schools. This research is quasi-experimental. The amount of increase before and after learning is calculated by the normalized gain formula. There is a difference in the increase in mathematical multi-representation abilities of students who receive MFPI learning than conventional learning based on high KAM and medium early mathematical ability. By contrast, at low early mathematical ability, there is no difference in increasing multi representation abilities. Most students use mathematical representations. The percentage of students using more than two representations is 40%. MFPI learning affects students with high and medium KAM but does not affect students with low early mathematical ability. Because at the MFPI learning stage, low early mathematical ability students lack initial knowledge that can be used to form new knowledge.

Analysis of the Mathematical Ability of Junior High School Students in terms of the Extrovert-Introvert Personality Type

<p><em>Mathematical abilities that are the basis of mathematical problem solving skills, mathematical communication skills, mathematical reasoning abilities, mathematical connection abilities, mathematical representation abilities. This study aims to describe the mathematical ability of junior high school students in terms of the extrovert-introvert personality type. The results of the study will be used as the main library material in the implementation of the next research. This study specifically discusses Carl Gustav Jung's personality type which distinguishes two personality types, namely introverted and extroverted personalities.</em> <em>The type of research used in this study is a literature study research method. The data sources in this study are literature or come from various literatures, including books, journals, newspapers, personal documents and so on. Sources of data used in this study are primary data sources and secondary data sources. Data collection techniques used are Editing, Organizing, and Finding. For data analysis using deductive, inductive, and interpretative. The results of this literature study show: junior high school students with introverted personality types have good mathematical abilities compared to students with extroverted personality types.</em><em></em></p>

ANALYSIS OF MATHEMATICAL REPRESENTATION ABILITY ON ASSEMBLAGE MATERIAL FOR JUNIOR HIGH SCHOOL STUDENTS

This study aims to provide description of mathematical representation ability of Pekanbaru Junior High School students based on the answers to assemblage questions. The research method Decriptive method in the form of a survey was used in this research. The research subject are 25 students of class VII. The object of research is the ability of students' mathematical representation on the assemblage material. The data analysis technique uses deductive methods by collecting data, processing data, presenting data and also analyzing data with the help of experts and theories from a literature review. Data was collected by measuring written tests about mathematical representation abilities. Consists of 6 assemblage of essay questions with moderate criteria. Through the validity test, valid results were obtained with moderate and high criteria and had moderately correlated reliability with good criteria. The results of the data test and analysis concluded that students' mathematical representation abilities applied to assemblage material had 91% visual representation skills using diagrams, 76% representation skills using mathematical expressions, and 51% mathematical representation skills using words.

Students Mathematical Representation Ability in Solving Numeracy Problem through Problem Based Learning

This research is a descriptive study that aims to explain students' mathematical representation abilities in solving AKM numeracy questions after problem based learning is implemented, to explain the implementation of the problem based learning learning process and to explain students' responses to the problem based learning process. This research was conducted at SMP Negeri 45 Palembang. The subjects of this study were class VIII students in the odd semester of the 2021/2022 academic year. Data collection techniques used are tests, interviews, observations and questionnaires. Then the data were analyzed to get conclusions about the students' mathematical representation ability in solving the AKM numeracy questions after problem based learning was implemented, the implementation of the learning process and students' responses to the learning process with problem based learning. From the results obtained, it can be said that the mathematical representation ability of class VIII.2 students in solving AKM numeracy questions through problem based learning is good with all indicators of mathematical representation abilities appearing such as indicators of verbal representation, symbolic representation and visual representation.
 Keywords: Mathematical Representation Ability, Numeracy, Problem based learning.