Mathematical Resilience Research Articles

The Mathematical Literacy Process Based on The Students' Mathematical Resilience

Mathematical literacy is very important in daily life, however, the mathematical literacy of Indonesian students is still low. Improving mathematical literacy requires a resilient and unyielding attitude known as mathematical resilience. This study aims to find out the process of mathematical literacy reviewed from the mathematical resilience of students. This research uses a qualitative method. The subject of this study is a grade VIII student at one of the junior high schools in Semarang City. Data collection uses questionnaires, written tests, interviews and documentation. Data analysis uses triangulation techniques. The results of the study show that the students' mathematical literacy process has not been optimally achieved against the existing stages of the mathematical literacy process.

Analysis Mathematical Resilience Relationship With Mathematical Problem Solving Ability in Functions Derivative Material

This study is a correlational research aimed at exploring the relationship between mathematical resilience and problem-solving skills in mathematics. Conducted at a senior high school in Karawang, the research involved a sample of 36 students. The method employed was ex post facto, with purposive sampling to select participants based on specific criteria. The instruments used included a test on mathematical problem-solving abilities focused on derivative functions and a scale measuring mathematical resilience. Findings revealed a significant correlation of 0.819 between mathematical resilience and problem-solving abilities, while a correlation of 0.181 was attributed to other factors like conceptual understanding. Students with strong resilience and a solid grasp of concepts typically find it easier to tackle mathematical problems. Conversely, those with weaker resilience and limited understanding of the concepts struggle to comprehend the questions and develop effective strategies, leading to lower problem-solving capabilities. In conclusion, a notable relationship exists between mathematical resilience and students' ability to solve mathematical problems.

Studi korelasional: Meninjau kemampuan berpikir kritis siswa sekolah dasar berdasarkan resiliensi matematis

This study employs a quantitative correlational design using a survey method to collect data on students' critical thinking skills and mathematical resilience. The purpose of the research is to analyze and describe the relationship between mathematical resilience and the critical thinking abilities of fourth-grade students at a public elementary school in Gebang District, Langkat Regency, North Sumatra Province, involving a sample of 24 students. The study was conducted during the second semester of the 2023/2024 academic year. The research instruments used include a critical thinking skills test and a mathematical resilience questionnaire. Data analysis techniques employed in this study consist of descriptive and inferential statistics to examine the relationship between mathematical resilience and students' critical thinking abilities. The hypothesis tests utilized include correlation analysis, regression analysis, and regression coefficients. The findings indicate that mathematical resilience contributes to students' critical thinking skills, showing a positive relationship of moderate strength. Specifically, the regression analysis reveals that mathematical resilience accounts for 22.5% of the variance in the critical thinking abilities of the fourth-grade students.

The Mediating Role of Mathematics Anxiety in the Relationship Between High School Students’ Metacognitive Awareness and Mathematical Resilience

The Mediating Role of Mathematics Anxiety in the Relationship Between High School Students’ Metacognitive Awareness and Mathematical Resilience

Examining the Influence of Lecturer Support and Classroom Environment on Mathematical Resilience, Self-Efficacy, and Self-Confidence

Examining the Influence of Lecturer Support and Classroom Environment on Mathematical Resilience, Self-Efficacy, and Self-Confidence

Algebraic reasoning of high school students in solving inverse function problems: Viewed from mathematical resilience

Algebra is one of the essential branches of mathematics that often presents challenges for students, especially when faced with inverse function problems. This study aims to describe algebraic reasoning in solving inverse function problems from the perspective of students' mathematical resilience. This qualitative research uses a case study design involving 33 eleventh-grade students from a public high school in West Bandung Regency. The instruments used were a mathematical resilience scale and an algebraic reasoning test. Data analysis was conducted through data reduction, presentation, and conclusion drawing. The results showed that 15.15% of students had low resilience, 72.72% had moderate resilience, and 12.12% had high resilience. There were different characteristics in algebraic reasoning among students in these resilience categories. The implications indicate that targeted learning strategies can enhance algebraic reasoning, especially for moderate and low-resilience students.

Performing 1-1 Interventions to Address Mathematics Anxiety – An Intervention Case Study of 3 Brazilian Women Who Believed They Were Stupid in Mathematics

Mathematics Anxiety is well-researched, but solutions are few. This study shows the potential to provide an affordable solution, one that could ultimately be rolled out across the country and the world. The 1:1 interventions involve inviting the participants to tell their math story and then introducing the Mathematical Resilience Framework and reframing adverse prior experiences as unrelated to intrinsic ability. The framework includes three tools: the hand model of the brain, the growth zone model, and the relaxation response. The intervention participants were Brazilian volunteers living in England from the local and virtual communities. The levels of Mathematics Anxiety were measured before the intervention using the Betz (1978) scale, and narrative records were made. The qualitative data were analyzed using deductive thematic analysis (Braun Clarke, 2006) through the lens of the Mathematical Resilience Framework. The data indicated the positive impact of performing this kind of intervention.

THE RELATIONSHIP OF RESILIENCE WITH BASIC MATHEMATICS LEARNING OUTCOMES OF PGMI STUDENTS

Students still need help learning mathematics and completing assignments. Various things can cause this. One of them is the pressure of facing basic mathematics learning. This research aims to determine the relationship between mathematical resilience and learning outcomes in basic mathematics courses for PGMI UIN Sunan Kalijaga Yogyakarta students. The sample for this research consisted of 33 PGMI UIN Sunan Kalijaga students. The research method used is the correlation research method. Data collection techniques use research instruments in the form of test and non-test instruments. The test instrument used in this research is questions to measure mathematics learning outcomes, while the non-test instrument uses a questionnaire to measure mathematical resilience. The data analysis technique uses descriptive data analysis, prerequisite tests (normality and homogeneity tests), and hypothesis testing using the product moment correlation formula. The results of this research show that there is a significant relationship between resilience and mathematics learning outcomes for class C PGMI UIN Sunan Kalijaga students.

STUDENTS’ ERRORS IN PROBLEM-SOLVING REVIEWED FROM THE PERSPECTIVE OF MATH RESILIENCE

<p>The purpose of this research is to: 1) identify students' mistakes in solving mathematical problems in trigonometry in terms of mathematical resilience according to the Newman Procedure, and 2) discuss trigonometric problems from the point of view of mathematical resilience according to the Newman Procedure. This type of research is qualitative. The research subjects were 3 students from SMA Negeri 1 Slawi, selected using a purposive sampling technique. The methods of data collection are tests, questionnaires, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. Based on the results of the data analysis, we obtained the following: (1) Students' mistakes in reading the questions include: students do not understand the context of the sentence, students do not correctly understand the meaning, and students do not read all the meanings of the desired words. (2) The answers to the questions include: answers that do not contradict the accepted answers but do not coincide with the inquiry accepted in the question, and answers that do not address what is required in the problem posed, often being a question of application. (3) Transforming the problem includes: considering a method being investigated, using the wrong method, and not translating the method to be used. (4) Process skills contain: concept errors, errors in computing, not continuing the settlement procedure, and not processing calculations. (5) The final answer includes: an answer that fits the context of the question, and an answer that does not match the conclusion. The contributing factors include: lack of self-confidence, confusion in describing the problem in the form of a picture, hurrying in solving problems, lack of accuracy, inability to manage time well, inability to think about problems thoroughly, forgetting to identify what is suitable and trying, confusion in determining the formula to be used, and solving the problem without completing the conclusion.</p>

Analysis of Mathematical Resilience on Numeracy Literacy of Junior High School Students

Analysis of Mathematical Resilience on Numeracy Literacy of Junior High School Students

Mathematical proficiency siswa pada materi persamaan garis lurus ditinjau dari resiliensi matematis

This research explains students' mathematical proficiency by considering mathematical resilience in solving problems. This research sample involved 30 grade 8 junior high school students in Pringgarata, who were chosen randomly. The research method used is descriptive qualitative. Data was collected through a mathematical resilience questionnaire with 12 statements, as well as a mathematical proficiency test consisting of 2 essay questions and an interview guide. The research results show that students with high mathematical resilience have good mathematical proficiency, and students in this category have a good understanding of concepts, where conceptual fluency in solving problems, choosing strategies, and adaptive reasoning are used appropriately. Students have a productive disposition, which can be seen in their being confident in their answers in solving each question. Meanwhile, moderate mathematical resilience has good mathematical proficiency, and students in this category have a good understanding of concepts, strategies, and adaptive reasoning. However, when students' conceptual fluency is in the medium category, failure to solve the problem results in a less productive disposition, productive disposition refers to self-confidence. However, students with low mathematical resilience have good mathematical proficiency, and students in this category have a good understanding of concepts and strategies. During adaptive reasoning and conceptual fluency, students in the low category failed to solve the problem, which resulted in a less productive disposition.

ANALISIS TINGKAT RESILIENSI MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA

The purpose of this study is to determine the resilience level of 11th-grade students at MA PP Assalam Naga Beralih in mathematics, as mathematical resilience is crucial for students to be able to withstand challenges in learning mathematics. This research employs a quantitative approach combined with descriptive methodology. The population in this study consists of 11th-grade students at MA PP Assalam Naga Beralih. The sample of this study includes fifteen 11th-grade students from MA PP Assalam Naga Beralih. The research instrument used is a non-test instrument in the form of a questionnaire. The research data is derived from the mathematical resilience questionnaire. The percentages were examined and explained as part of the data analysis method. The results of the study show that 27% or 4 students fall into the high category, 60% or 9 students fall into the medium category, and 13% or 2 students fall into the low category. Therefore, it can be concluded that the mathematical resilience level of 11th-grade students at MA PP Assalam Naga Beralih, based on the percentage of responses from each student according to the indicators, indicates a medium level of resilience

Analisis kemampuan representasi matematis peserta didik sekolah dasar ditinjau dari resiliensi matematis

<p class="Abstract">This research aims to describe the mathematical representation abilities of students with high, medium and low mathematical resilience. This research is a descriptive qualitative research. The data collection techniques used were questionnaires, tests, and interviews. The data analysis technique in this research used the Miles and Huberman model which consists of data reduction, data presentation, and drawing conclusions. The results of the research concluded that: 1) Students with high mathematical resilience fulfill all indicators of mathematical representation ability in both linguistic, visual and symbolic aspects; 2) Students with moderate mathematical representation abilities meet both indicators in visual representation and do not meet indicators in language and symbolic aspects; 3) Students with low mathematical resilience, one of whom does not meet the indicators for language, visual or verbal. One of the students met one indicator, namely the verbal indicator aspect.</p>

Mathematical Resilience and Bis-VOLKS Misconceptions in School Mathematics Learning

Mathematical Resilience and Bis-VOLKS Misconceptions in School Mathematics Learning

Development of Interactive Learning Media Assisted by Desmos Based on RME to Improve Mathematical Representation Abilities and Resilience of Class VIII Students at SMPN 1 Idi

Development of Interactive Learning Media Assisted by Desmos Based on RME to Improve Mathematical Representation Abilities and Resilience of Class VIII Students at SMPN 1 Idi

Deductive Reasoning and Mathematical Resilience in Complex Analysis

The pre-research data of mathematics prospective teachers in one of the universities in Bandung showed that the deductive reasoning ability in complex analysis was still not at good level. Beside the cognitive aspect, the affective aspect could be considered too in doing learning process, such as mathematical resilience. This study aims to analyze and identify the correlation between deductive reasoning and mathematical resilience in complex analysis. The research was conducted in one of the mathematics education departments of a university in Bandung. Correlation was the method used in this study. Mathematics prospective teachers were the sample of this research. This study concluded that mathematical deductive reasoning of prospective teachers was on a moderate level, the mathematical resilience of prospective teachers was on the positive category, and there was a significant correlation between deductive reasoning and the mathematical resilience of prospective teachers on a moderate level. Keywords: deduktif reasoning, matchematical resilience, complex analysis

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

This study investigates students’ interpretation of kinematics graphs. A total of 121 students taking a physics class were selected to solve problems involving the analysis of graphs depicting position, velocity, and acceleration versus time. Conducting interviews aimed to uncover students’ difficulties while solving kinematics problems. The result emphasizes that students were able to determine velocity (if given positiontime graph) and acceleration (if given velocity-time graph). However, students faced difficulty in selecting textual descriptions and choosing the corresponding graph when given a kinematics graph. These findings suggest that in learning physics, there should be an increased emphasis on deep analysis of kinematics graphs. Keywords: flipped classroom, mathematical resilience, metacognition

Constructing The Bridge of Understanding: The Role of Habit of Mind, Resilience, and Mathematical Self-Confidence in Solving HOTS Problems


 
 
 This study aims to analyze the influence of Habit of Mind, Mathematical Resilience, and Self-Confidence on the ability of fifth-grade students at SDN Gugus Gajah Mungkur, Gajah Mungkur District, Semarang City, to solve HOTS mathematics problems. Employing a quantitative approach with a correlational design, the research sample consists of 110 students, selected through proportional random sampling from a population of 136 students across five elementary schools within the Gajah Mungkur cluster. The research instruments include a mathematical reasoning ability test and a questionnaire to measure the independent variables. Data collection techniques involve tests and questionnaires, while data analysis employs descriptive analysis using Microsoft Excel 2016 and inferential analysis using statistical software such as SPSS. This includes conducting correlation tests, and regression tests, after verifying analysis requirements like normality, linearity, homoscedasticity, and autocorrelation. The results reveal a positive and significant relationship between Habit of Mind, Mathematical Resilience, and Self-Confidence, and the students' ability to solve HOTS Mathematics problems. Thus, this study highlights the importance of developing these three psychological aspects to enhance high-level mathematical problem-solving skills. Consequently, Habit of Mind, Mathematical Resilience, and Self-Confidence significantly contribute to improving students' abilities in solving HOTS Mathematics problems.
 
 

Students’ Mathematical Disposition and Resilience: An Analysis of Student Perceptions in Numbers and Algebra Courses

Mathematics not only emphasizes the mastery of concepts and principles, but mathematics also has a mission to build student affection through mathematical disposition and resilience. Not only elementary students but also college students have the potential to have a negative attitude toward mathematics. If this happens, the dynamics of affection in mathematics learning must be questioned. To further the investigation, this study aims to analyze the perceptions of primary teacher education students from Sanata Dharma University in the Numbers and Algebra Course terms in the context of mathematical disposition and resilience. Through a qualitative approach involving 98 students from two different classes, the results of this study showed that: 1) factors that influence students' attitudes towards mathematics are their early motivation, 2) attitudes towards mathematics are related to activities and student learning outcomes, 3) aspects of mathematical disposition that need to be optimized are self-confidence and curiosity, 4) aspects of mathematical resilience to note are efficacy and resilience. This study has significant implications for implementing learning, especially in the context of mathematical disposition and resilience. The results of this study can be used as initial diagnostic recommendations in learning planning that leads to effective student outcomes.

초등학생을 위한 수학적 회복탄력성 측정 도구 개발 연구

Mathematical resilience refers to the ability of a learner not to give up when faced with difficulties while learning mathematics and to overcome them positively. Mathematical resilience affects learners’ ability to continue math without giving up. Therefore, understanding students' mathematical resilience and its status is necessary for understanding the defining characteristics of mathematics learners and developing various teaching and learning methods and policies to help struggling learners. In this study, I applied a survey tool to measure the mathematical resilience of 3rd to 6th grade elementary school students. A mathematical resilience measurement tool developed through two pilot tests was applied to 541 students from five randomly selected elementary schools in Seoul, South Korea. As a result of analyzing the reliability and validity of the survey results using statistical methods, a mathematical resilience measurement tool for elementary school students consisting of 20 sub-questions related to values, beliefs, and resilience was completed. The measurement tool developed in this study is expected to provide implications not only for understanding the defining characteristics, including mathematical resilience, of students in the future, but also for developing various teaching and learning materials and establishing educational policies.