Mathematical Representation Skills Research Articles

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.

Upaya Meningkatkan Kemampuan Representasi Matematis Siswa pada Materi Segiempat Melalui Pembelajaran Brain Based Learning di SMP IT Al-Hijrah

This study aims to know what effort were made to improve mathematical representation skill on quadrilateral subjects through brain based learning at smp it al-hijrah. The type of research used is Classroom Action Research. The subjects of this study is 8th grade students at smp it al-hijrah. Data collecting techniques used are test, observation and documentation. The results of this study indicate that: (1) the mathematical representation skill of 8th grade students at smp it al-hijrah being improved after applied the learning used brain based learning. (2) the improve is visible from the result score of mathematical representation skill test at the beginning of the test until cycle 2. It can be concluded that by applying learning used brain based learning can improve mathematical representation students’ skill on quadrilateral subject at SMP IT Al-Hijrah

Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Kemampuan Representasi Matematis Bilangan Pecahan Siswa Kelas IV SD

This research was intended to describe a implementation of differentiated learning, Analysing student's mathematical repetent abilities, as well as analyzing the objective of fractional material learning classes by applying differentialized learning. Mathematical representation capabilities are essential applied to iv sd students, because to find the student's way of thinking of conveying mathematical ideas from abstract to concrete.Through learning differentiated students can learn based on their learning readiness rate so that students can follow learning easily and effectively.This research uses a method of study of class action (ptk ).The application of learning is different from the results of observation revealed that students can learn more actively by the way teachers give a learning experience based on students' readiness and using concrete media.Students' mathematical representation skills are increasing.

Mathematical representation ability: A systematic literature review

One of the psychological aspects of students that encourage students' mathematical representation ability is self-confidence. The mathematical representation ability of each student is not the same, because of the student's ability to receive and process the information that the teacher has given during the lesson. Thus, the cognitive style also affects the ability of mathematical representation. This article is a systematic literature review (SLR) of 25 studies published until November 2022 with the help of the Publish or Perish (PoP) application with the Google Scholar database. This article aims to investigate: (a) the characteristics of the period, index, research approach, subject matter, and demographics of the participants in the identified articles, (b) learning methods that can improve students' mathematical representation and self-confidence abilities, and (c) the most frequently used cognitive style type. The results of research with SLR show that the Problem-Based Learning (PBL) learning model is effective and able to develop students' mathematical representation skills, and student self-confidence. Mathematical representation ability studies based on cognitive style mostly use Field Dependent (FD) and Field Independent (FI) types, and rarely use spatial and visualizer-verbalizer types. The results of this SLR can be useful for other researchers who are interested in researching this topic in the form of research gaps that can be done for the next research.

Analysis Of Mathematic Representation Ability In Online Learning

ABSTRACT The outbreak of the corona virus has had an impact on various sectors, especially the education sector. The application of online learning has been implemented in almost all schools in Indonesia. However, judging from the results of various studies and some experiences, the online learning process in Indonesia has previously been carried out well. Mathematical representation skills are needed so that students understand mathematical concepts well. This study aims to analyze the ability of mathematical representation in online learning. The method used is descriptive qualitative type. The instrument used is a mathematical representation ability test and interview guidelines. The data analysis technique used is the stages of data reduction, data display and making overall conclusions. Data analysis of test results was used to determine the level of students' mathematical representation abilities, while interviews were to strengthen test results and determine student learning constraints. Based on the results of the study, it was found that students' visual representations were more dominant than other types of representations. The students' mathematical visual representation ability is in the sufficient (moderate) category, while the students' symbolic representation ability is very poor and the students' verbal representation ability is in the poor category.

The impact of polyhedron learning assisted by Edpuzzle in improving students' mathematical representation

The ability that students must have is the ability of mathematical representation. This research aims to determine if eighth-grade students at Al-Qona'ah Islamic Junior High School improve their mathematical representation skills after using the Edpuzzle application to learn how to construct polyhedrons. It was a quantitative research design using the Quasi Experiment research method with control and experimental classes. This research's population comprised 60 students (23 males and 37 females). After conducting research, it was determined that students' mathematical representation abilities did not improve with the aid of the Edpuzzle application on the polyhedron due to the need for more learning support facilities when utilizing the Edpuzzle application. This research is supported by the t-test, which yielded t-count < t-table or -29.2936 < -1.67155 so that H0 is accepted. The results of the n-gain calculation yielded a total n-gain score of 0.03, or the n-gain was low, indicating was no progress in learning using the Edpuzzle application on the polyhedron. This study did not have an impact on increasing students' mathematical representation.

Students’ mathematical representation skills in solving numeracy problems with profession context

This research aims to describe students’ mathematical representation skills in solving numeracy problem with profession context. This is qualitative descriptive research with 12 students for its research subjects. There are four steps in analyzing the data, those are data collection, data condensation, data display, and conclusions. To check the validity, researchers used techniques triangulation. This research shows that, among those 12 subjects, there are four types of model in solving numeracy problem with profession context. Those are first, students use visual and external representation; second, they perform visual, verbal, math model, and internal representation; third, they use verbal, visual, and external representation; and fourth of all, they use verbal and external representation. To make this result fruitfull, other researchers can try to design mathematics learning activities to train students’ mathematical representation skill such that when students solve numeracy problems, they will not face any difficulties.

Application of the AIR learning model using song media to improve students’ mathematical representational ability

One of the overarching goals of teaching mathematics is the capacity for mathematical representation. Someone must be able to communicate through visuals, graphics, diagrams, or other types of representation. The learning model must enable students to play an active role in class, learn more through experiments, ask questions, and receive answers to their questions. This study aimed to determine the increase in students' mathematical representation abilities after following the Auditory intellectual repetition (AIR) learning model assisted by song media. This research method is a quantitative method with the One Group Pretest-Posttest design. The research was conducted at Ma'arif 5 Metro Middle School in the even semester of the 2022/2023 school year. The sample for this research was class VII students, totaling 23 students. The test instrument is used for data collection. The data analysis technique uses a paired sample t-test. The conclusion of this study states that the Auditory intellectual repetition (AIR) learning model using song media can improve students' mathematical representation skills.

Analysis Study of Mathematical Representation Skills of High School Students Seen from the Perspective of Sociomathematical Norms

Penelitian ini dilakukan dengan tujuan untuk menganalisis kemampuan representasi matematis siswa ditinjau dari aspek sociomathematical norms. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Subjek pada penelitian ini adalah 115 siswa kelas XI MIPA SMA Negeri 105 Jakarta. Penelitian dimulai dengan memberikan angket untuk mengetahui tingkat sociomathematical norms yang dimiliki oleh siswa. Setelah mengetahui tingkat sociomathematical norms yang dimiliki siswa, penelitian dilanjutkan dengan melakukan purposive sampling berdasarkan tingkat sociomathematical norms kategori rendah, sedang dan tinggi. Purposive sampling pada penelitian ini dilakukan dengan memilih 2 siswa pada setiap tingkat sociomathematical norms untuk melakukan tes kemampuan representasi matematis. Hasil penelitian dari 115 siswa dari aspek sociomathematical norms adalah terdapat 5 siswa memiliki sociomathematical norms rendah, 75 siswa memiliki sociomathematical norms sedang dan 35 siswa memiliki sociomathematical norms tinggi. Sedangkan hasil analisis tes kemampuan representasi menunjukkan bahwa siswa dengan sociomathematical norms tinggi mampu memenuhi semua indikator kemampuan representasi matematis, siswa dengan sociomathematical norms sedang mampu memenuhi dua indikator kemampuan representasi matematis dan siswa dengan sociomathematical norms rendah mampu memenuhi satu indikator kemampuan representasi matematis

Contextual-based student worksheets designed to facilitate mathematics representation ability

Representation is one of the objectives of learning mathematics, but the representation ability is still low. Thus, the purpose of this study was to develop a contextual-based Student Worksheet on similarity and congruence material to facilitate students' mathematical representation skills. This research was Research and Development. The research used the PPE development model developed by Richey and Klein with three stages of development: planning, production, and evaluation. The results showed that the contextual-based student worksheet on similarity and congruence material to facilitate students' mathematical representation skills was declared valid based on the expert validator's assessment with an average validity value of 0.81 and included in the high criteria.

Simulation of Magnetic Anisotropy Energy Surfaces for Cubic Crystals Using MATLAB in Remote Material Physics Lectures

The physical characteristics of a crystal can be viewed from the distribution of magnetic energy contained in it so that a simulation is needed which helps in visualizing the magnetic energy of the crystals. This study aims to present a simple solution for constructing a simulation of the physical properties of cubic crystals using MATLAB software. MATLAB can also be used to help organize physics lectures remotely. This is because MATLAB can be operated by anyone, anytime, and anywhere without being connected to the internet network to help visualize the material magnetization concept in the form of 2- and 3-dimensional graphics. The simulation aims to visualize the magnetic anisotropy energy surface for cubic crystals. This simulation can visualize the magnetic anisotropy energy surface of 3 types of cubic crystals, namely simple cubic, body-centered cubic, and face-centered cubic. In this simulation, the difference between the 3 types of crystals is the anisotropy energy constant. The mathematical equations in the magnetic anisotropy energy surface for cubic crystals are quite complicated. This simulation can help students in exploring mathematical equations and studying the magnetic anisotropy energy surface for cubic crystals more. Students can also develop mathematical representation skills and creative visual representations of the magnetic anisotropy energy surface for cubic crystals.
 HIGHLIGHTS
 
 The uniaxial anisotropy energy equation is closely related to helping to realize the behavior of materials
 Visualization of magnetic anisotropy energy surfaces in a crystal is influenced by the shape of the crystal and the value of its anisotropy constant
 Physics lectures during the Covid-19 pandemic require a variety of lectures that utilize the computational program-based physics equation simulation media
 Magnetic anisotropy energy surfaces on a crystal can be visualized through the help of computational programs to support physics lectures during the Covid-19 pandemic
 MATLAB can be used to visualize magnetic anisotropy energy surfaces because it can be operated by anyone, anytime, and anywhere without being connected to the internet network
 
 GRAPHICAL ABSTRACT

PENERAPAN MODEL PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION (AIR) UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA

Increasing students' mathematical representation skills is one of the factors in achieving the goals of mathematics education. Applying the Auditory, Intellectually, Repetition (AIR) learning model is a learning process in which the goals and desires of individuals or students are built and achieved openly on the material of a two-variable linear equation system (SPLDV). The AIR learning model is a learning model in which it has three main phases, namely auditory (listening), intellectually (understanding), repetition (repetition). The formulation of the problem in this study is whether there is a difference in the average application of the Auditory, Intellectually, Repetition (AIR) learning model on students' mathematical representation abilities with the application of conventional learning models. The population in this study is class X semester 1 of SMA Negeri 2 Sigli in 2021/2022. The sampling technique used purposive sampling technique. This study used two classes, namely the experimental class and the control class. Learning in class X MIPA-2 as many as 20 students as an experimental class was carried out using the AIR learning model, while learning in class X Language-1 as many as 16 students as a control class was carried out using conventional learning models. The research instrument is in the form of questions given in the form of pretest and posttest consisting of five essay questions. Based on the results of data processing with the help of statistical software, the results of the normality test on the pre-test with sig. 0.20 0.05 and post-test with sig. 0.20 0.05. By using the t-test, namely the Independent Sample T-test in the post-test with a significance level of 5%, the significance value of 0.028 0.05 is obtained, then H0 is rejected and H1 is accepted. So it can be concluded that there is a significant difference in the application of the Auditory, Intellectually, Repetition (AIR) learning model to students' mathematical representation abilities between the experimental class and the control class. Thus, the AIR learning model can be used as an alternative model in mathematics learning to improve students' mathematical representation skills.Keywords : Application of Model, (AIR) Auditory, Intellectually, Repetition, Students' Mathematical Representation Ability

MATHEMATICAL REPRESENTATION ABILITY OF MATHEMATICS EDUCATION STUDY PROGRAM STUDENTS

This research is descriptive because it aims to describe students' mathematical representation ability. Mathematical representation is related to ways of expressing mathematical ideas. Mathematical representation is divided into verbal, visual/pictorial, and symbolic representations. The subjects of this study were 40 new Mathematics Education study program students. Data were collected using test and interview techniques.
 Furthermore, the data were analyzed using descriptive and qualitative statistics. The results showed that only 10% of the students had the mathematical representation ability in the good category, 12.5% in the moderate category, 10% in the poor category, and 67,5% in the very poor category. In detail, for verbal skills, there is 2.5% in the very good category, 7.5% in the good category, 17.5% in the moderate category, 15% in the poor category, and 55% in the very poor category. For the ability of visual/pictorial representation, there is 2.5% in the very good category, 7.5% in the good category, 12.5% in the moderate category, 7.5% in the poor category, and 70% in the very poor category. Furthermore, for the symbolic representation ability, 10% is in a good category, 10% in the moderate category, 7.5% in the poor category, and 72.5% in the very poor category. Based on the classroom observation and interview, the low mathematical representation ability is caused by two main things, namely (1) relatively low prerequisite knowledge and (2) mathematics learning, which is dominated mainly by teachers; learning does not provide opportunities for students to develop mathematical representation skills

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

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%.

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

Kemampuan Representasi Matematis Siswa dalam Pembelajaran Flipped-Project-Based Learning

The goal of this study is to see how effective flipped-project-based learning models are at improving students' mathematical representation skills in class X at SMK Negeri 1 Jepon, Blora Regency. This study is quantitative research with an experimental method and uses a true experimental design with a pretest-posttest control group design strategy. This study focuses on students in class X at SMK Negeri 1 Jepon, Blora Regency during the academic year 2021/2022. A mathematical representation skills test was employed as a data collection approach before and after studying trigonometric content. The average difference test, individual completeness test, classical completeness test, and skills improvement test were all used in the data analysis. The average value of mathematical representation skills in the experimental class is 73.85, higher than the average value of mathematical representation skills in the control class, 70.10; the average value of mathematical representation skills in the experimental class is 73.85, higher than the minimum completeness criterion of 70; the proportion of students' completeness in the experimental class is 89%, higher than 75%; and the proportion of students' completeness in the experimental class is 73.85 and an increase in the skills of mathematical representation in the experimental class with moderate criteria

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.