Mathematical Resilience Research Articles

Investigating the relationship between mathematics anxiety, mathematical resilience and mathematics support engagement: an analysis of demographic and cohort factors

Engagement with mathematics support has been of interest for several years, particularly because some students who may benefit from using support do not avail themselves of it. It has been suggested that these students may be those who are mathematics anxious; they may have had previous negative learning experiences with mathematics and thus demonstrate avoidance behaviours such as procrastination and not seeking help. In this paper, the results of mathematical resilience (MR) and anxiety questionnaires (MA) will be investigated. This investigation is conducted at the level of the whole cohort of students and also broken down by a range of demographic features. Consideration is also given to whether there is any relationship between student mathematics anxiety and resilience on the one hand and whether or not they engage with mathematics and statistics support services on the other.The analysis reveals a weak negative correlation between MA and MR at whole cohort level. In terms of demographic characteristics, students on courses with no mathematics A-level entry requirement were significantly more mathematics anxious than those on courses with a mathematics A-level entry-requirement. They were also less mathematically resilient. Female students, non-Asian students, mature students and disabled students, on average, also had higher MA scores, whilst female students and mature students were also significantly less mathematically resilient.

Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

Development of Macromedia Flash-Based Learning Media Using the Student Team Achievement Division Learning Model to Improve Students' Spatial Ability and Resilience at MTs Mardiyah Islamiyah Panyabungan

This study aims to: (1) analyze the validity, effectiveness and practicality of learning media based on Macromedia Flash that has been developed; (2) Describe the improvement of students' spatial abilities through the development of learning media based on Macromedia Flash; (3) Describe the increase in student resilience through the development of learning media based on Macromedia Flash. This research is categorized into the type of research and development research (research and development). This development research was carried out at MTs Mardiyatul Islamiyah Panyabungan, which is located on Jalan Sipolu-Polu, Panyabungan in the even semester of TP. 2020-2021. The subjects in this study were 8th grade students of MTs Mardiyatul Islamiyah Panyabungan. The results showed that: (1) The developed learning media had met the valid, practical and effective criteria; (2) The increase in students' spatial ability was obtained from the increase in the average of the indicators of students' spatial ability in trial 1, in trial 2 and from trial 1 to trial 2; (3) An increase in the mean of students' Mathematical Resilience between trials, from 12.80 in trial 1 to 12.89 in trial 2. Keywords: Learning media development, Student Team Achievement Division, Spatial Ability, Resilience DOI: 10.7176/JEP/13-11-04 Publication date: April 30 th 2022

STUDENTS’ DIFFICULTIES IN ONLINE MATH LEARNING DURING PANDEMIC COVID 19

Students' Mathematical Resilience when learning mathematics online during the Covid 19 pandemic must be identified. The goal is to ensure online learning does not harm students' mathematics learning outcomes. Various studies on students' mathematical resilience in offline mathematics learning have identified that mathematical resilience affects students' mathematical performance. This study investigated the resilience of students perceived by students, as well as those observed by teachers during online mathematics learning during the covid 19 pandemic. Research data were obtained from 22 students who studied math online. Using an open questionnaire and interviews, the data were analyzed. It was revealed that students had difficulties in understanding math material and completing tasks given by the teacher. It was also revealed that teachers had difficulty assessing students' mathematics learning outcomes objectively and transparently. Students also find it difficult to get support in online mathematics learning from teachers and families. Students find it difficult to adapt, low interest and motivation during online mathematics learning, even the teacher's limitations in controlling students' online learning strategies.

“I Can Math, Too!”: Reducing Math Anxiety in STEM-Related Courses Using a Combined Mindfulness and Growth Mindset Approach (MAGMA) in the Classroom

ABSTRACT Math anxiety has become an alarming social justice concern, as it results in negative academic consequences, contributes to disinterest and lack of persistence in STEM programs for underrepresented students, and limits their opportunities in STEM careers. According to research, this fear of math occurs long before students begin working on math problems. When high-math anxious students encounter math situations, anticipation anxiety consumes working memory capacity, inhibits learning, and causes them to severely underperform on mathematical tasks. However, very few studies have been conducted to embed psychological interventions in the classroom in an effort to mitigate both anticipation and execution anxiety. Findings from preliminary research suggest that a combined mindfulness and growth mindset intervention, designed to address both anticipation and execution anxiety, was effective in reducing math anxiety in students in a semester-long statistics course. The current research, a replication of the successful pilot study, investigated the generalizability of the mindfulness and growth mindset approach (MAGMA) in decreasing math anxiety in students in various STEM-related courses, and with different instructors. Results indicate that overall, students’ self-perceived math anxiety decreased significantly compared to their control counterparts. Furthermore, considerable anxiety reduction was found for female students. However, no differences were found for final exam scores between the intervention and control group. Nevertheless, the MAGMA intervention appears to be an effective, inexpensive approach in alleviating math anxiety, and increasing mathematical resilience in community college students as they take STEM-related courses.

Understanding and Cultivating Mathematical Resilience in Students

Understanding and Cultivating Mathematical Resilience in Students

Construction of Student Mathematics Resilience Through the Development of Sainsmatika-Based Teaching Materials

Mathematical resilience is an internal factor in students that is important to have in dealing with learning mathematics. This study aims to design efforts to construct mathematical resilience and develop sainsmatika-based teaching materials in constructing students’ mathematical resilience. The research method used is the design method (design research) with a qualitative approach. The design of this study uses the model proposed by Plomp and Nieveen (2007) which includes preliminary research, namely analyzing the level of students’ mathematical resilience, conducting a literature review, and developing a conceptual or theoretical framework for research. Prototyping stage, the process of designing teaching materials that is developed repeatedly is the design of the Pythagorean module based on sainsmatika. The last is the assessment phase, by evaluating the extent to which the modules designed provide solutions in constructing students’ mathematical resilience. The validation results show that the module category is at a very feasible level for use with a percentage of 89.84%, covering aspects of content feasibility assessment of 92.43%, presentation feasibility of 91.66%, language feasibility of 84.25%, and assessment of sainsmatika elements. by 91.68%. So that the module that has been designed is very feasible to use as a form of constructing students’ mathematical resilience.

Middle School Students' Mathematical Resilience and Perceptions of Mathematics: A Cluster Analysis Approach

The primary purpose of the present study was to examine whether Turkish middle school students' perceptions of mathematics teachers, perceptions of mathematics learning, and their mathematical resilience can be used to divide students into clusters with similar profiles. The sample consisted of middle school students with ages ranging from 11 to 15. Two-step cluster analysis was used to create profile groups. As a result of cluster analysis, two distinct profiles were revealed. The results showed that clusters -formed in the present study differentiated according to students’ perceptions of mathematics teachers, learning mathematics, their mathematical resilience, and their mathematics achievement. Students in cluster 1 have higher mathematics achievement, value mathematics, perceive mathematics teachers as knowledgeable and supportive people, perceive learning mathematics as a fun process requiring effort. Students in cluster 2 have lower mathematics achievement. They perceive mathematics teachers as the source of anxiety and learning mathematics as a difficult process. They also have low belief levels that mathematics ability can be improved in comparison to cluster 1.

Mathematical Communication Skills of Junior High School Students with High Mathematical Resilience on Opportunity Materials

This study aims to describe the mathematical communication skills of junior high school students with high mathematical resilience on the material of probability. The subjects selected in this study were two students of class VIII I of SMP N 1 Sulang who had high mathematical resilience. Data collection techniques used are mathematical resilience questionnaires, written tests and interviews. The validity of the research data was tested using technical triangulation, source triangulation and time triangulation. Data processing and analysis of research results are assisted by the Nvivo QSR software. The results of this study indicate that students with high mathematical resilience can master all indicators to the maximum. Students are able to express mathematical ideas through writing and orally. Students are also able to demonstrate, describe, and understand mathematical ideas. In addition, students are also able to evaluate and interpret mathematical ideas. Students have also used mathematical notations in working on problems on probability material.
 Keywords: mathematical communication, mathematical resilience, probability material.

Flipped Classroom Learning: Mathematical Creative Thinking Skills Based on Mathematical Resilience using Augmented Reality

Flipped Classroom Learning: Mathematical Creative Thinking Skills Based on Mathematical Resilience using Augmented Reality. Objectives: This study aims to determine the effect of the augmented reality (AR)-based flipped classroom learning (FCL) model on mathematical creative thinking skills (MCTS) in terms of mathematical resilience (MR). Methods: This research is a quasi-experimental quantitative research. The population of this study were students of SMAN 105 Jakarta with the research sample being the experimental class students and the control class selected purposively. Data analysis in this study used the Mann Whitney U Test, Cohen’s d Effect Size Test and Spearman Correlation to determine the difference. Findings: Subjects on experimental group have mathematical creative thinking skills that are superior to subjects with conventional mathematics learning. Conclusion: The AR-based FCL model has a significant effect on the MCTS owned by subjects. In addition, KBKM has a significant relationship with MR. Keywords: flipped classroom learning, mathematical creative thinking skill, mathematical resilience, augmented reality. Abstrak: Flipped Classroom Learning: Kemampuan Berpikir Kreatif Matematis berdasarkan Resiliensi Matematis menggunakan Augmented Reality. Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh model flipped classroom learning (FCL) berbasis augmented reality (AR) terhadap kemampuan berpikir kreatif matematis (KBKM) berdasarkan resiliensi matematis (RM). Metode: Penelitian ini merupakan penelitian kuantitatif kuasi eksperimen. Populasi penelitian ini adalah siswa SMAN 105 Jakarta dengan sampel penelitian adalah siswa kelas eksperimen dan kelas kontrol yang dipilih secara purposive. Analisis data dalam penelitian ini menggunakan Mann Whitney U Test, Cohen’s d Effect Size Test dan Spearman Correlation untuk mengetahui perbedaannya. Temuan: Subjek pada kelompok eksperimen memiliki kemampuan berpikir kreatif matematis yang lebih unggul dibandingkan subjek dengan pembelajaran matematika konvensional. Kesimpulan: Model FCL berbasis AR berpengaruh signifikan terhadap MCTS yang dimiliki subjek. Selain itu, KBKM memiliki hubungan yang signifikan dengan MR. Kata kunci: flipped classroom learning, kemampuan berpikir kreatif, resiliensi matematis, augmented reality. DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202217

STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS

One of the main goals in learning mathematics, both at the primary and secondary education levels, is to equip students with mathematical problem solving skills. This is important because there are so many problems in life that need to be solved by mathematics. However, several studies show that students' problem solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This study uses a quantitative approach, with the type of expost facto research. The population in this study were elementary school students in Majalengka Regency with a sample of fifth grade students at SDN Jatipamor I, Panyingkiran District. The results showed that the problem solving abilities of students who had high Mathematical Resilience and metacognition skills were better than other students. Thus it can be concluded that Mathematical Resilience and metacognition skills have a very large influence on students' ability to solve mathematical problems.

Agency and fidelity in primary teachers’ efforts to develop mathematical resilience

ABSTRACT Teaching using the principles of mathematical resilience can lead to a broad range of implementations with different emphases, all intended to mitigate the development of mathematical anxiety in learners and its attendant problems. This article considers 12 primary teachers’ responses to the challenge of developing mathematical resilience within their practice. In pairs, these teachers conducted a small-scale study in their classrooms on a chosen aspect of mathematical resilience, supported by termly meetings. The reports made by the participant teachers form the main part of the data. The teachers were inspired to change how they worked with their learners and reported many positive outcomes. The agency which some teachers exercised influenced not only their outworking of the ideas, but also the fidelity with which they adopted the principles underpinning mathematical resilience. The connections and tensions shown here between agency and fidelity have wider implications for successful implementation of similar change efforts.

Students’ Critical Thinking Skills on Algebraic Problems Through Mathematical Resilience

Mathematics has an important role in carrying out everyday life and in other sciences because mathematics can involve many things. This study aims to analyze students’ critical thinking skills through mathematical resilience. This study used a descriptive qualitative method. The number of subjects of this study were 473 Senior High School students from 6 different schools, in which the process of selecting the subject used Winstep. The research instruments were questionnaires, test and interviews. The analysis in this study is seen from two aspects, namely school and gender. To find out the students' responses to the questionnaire that had been distributed, the researcher used the Rasch Model which was then exported into an excel file. After that, the data were analyzed using Winstep software. The result of this research was that mathematical resilience had no effect on critical thinking skills. It was proven in this study that students with high mathematical resilience turned out to have low critical thinking skills, students with medium mathematical resilience had high critical thinking skills, and students with low mathematical resilience had medium critical thinking skills.

PENGARUH E-LEARNING TERHADAP RESILIENSI MATEMATIKA SISWA SMP DI MOJOKERTO SELAMA PANDEMI COVID-19

Pandemic Covid-19 has changed all fields, including the education sector system. Teachers and students are required to learn from home through online learning, this has an effect on student mathematical resilience. This research was motivated by the many findings of decreasing student resilience in mathematics learning. The purpose of this study was to test: (1) Online learning measures by teachers (2) student mathematical resilience during online learning (3) student response to online learning. The method used in this study is descriptive qualitative. The sample consists of 4 math teachers and 6 students with high, medium and low skills from one of the junior high schools in Mojokerto Regency. Data collection techniques use a questionnaire to students to study mathematical resilience students during online learning, interviews to test students' responses to online learning, and interviews and observations with teachers to analyze the steps of online learning. The results showed: 1) Online learning process begins with handouts through Google Classroom, followed by material explanations using zoom meetings and assignments through Google Classroom (2) student resilience to high mathematics during online learning. (3) Students give a positive response to online learning

Interest and Resilience in Online Mathematics Learning and Its Impact on Concept Understanding

This study aimed to determine students' interest in learning and mathematical resilience in online learning and their impact on understanding concepts. The research used in this study is Ex-post facto, namely research with a quantitative approach that aims to test or explain the relationship between variables through hypothesis testing. The research was conducted at SMA Negeri 8 Kendari class XI students in the 2020/2021 academic year. The research sample was 24 students of Class XI IPA 1 SMA Negeri 8 Kendari. Sampling using purposive sampling technique based on students' readiness to participate in online learning without network constraints. The instruments used in this study were questionnaires and tests. Questionnaires were used to obtain information about mathematical interest and resilience. In contrast, the test is used to obtain data about the ability to understand concepts. The data analysis technique used in this study was descriptive analysis technique and inferential analysis, which was carried out with the help of the SPSS 22 computer program. The results showed that students' interest in online learning had a significant influence on concept understanding. Likewise, students' mathematical resilience in online learning has a significant influence on conceptual understanding. The analysis results also show a significant effect of interest and resilience together on understanding mathematical concepts. The percentage contribution of the influence of interest and resilience variables on understanding mathematical concepts is 77.8%, while other variables influence the rest.

Analisis kemampuan berpikir kritis matematis ditinjau dari resiliensi matematis mahasiswa pendidikan teknik informatika dan komputer

This study aims to determine the students' mathematical critical thinking abilities in terms of their mathematical resilience. The subjects of this study were students of Informatics and Computer Engineering Education STKIP Al Maksum in discrete mathematics courses, totaling 37 students. The research instrument used in the form of mathematical critical thinking ability test questions and student mathematical resilience questionnaires. The research method used is a correlational method with a quantitative approach. Then the data were analyzed using simple linear regression. The results showed that the mathematical critical thinking ability based on the mathematical resilience of the students of the Computer Informatics Engineering Education Study Program, STKIP Al Maksum, had a positive effect of 79.9%.

A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria

A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria

Emotional Intelligence Through Mathematical Resilience on Secondary Students Based on Gender

The low mathematical resilience of students, one of the factors is the fear of being wrong so that it shows things related to students' emotions. Mathematical resilience and emotional intelligence are interrelated, therefore students need to develop mathematical resilience and emotional intelligence to be ready to face challenges and be able to learn optimally. The purpose of this study is to analyze mathematical resilience on students' emotional intelligence based on gender in twelve different schools. The method used is descriptive qualitative. The population of this study was 814 students consisting of 301 male students and 513 female students. The selection of subjects in this study by looking at the category of Mathematical Resilience, namely high, medium and low. Subjects were selected using the Winsteps application by looking at the wright map table. From the total population, the researcher chose three subjects to be studied in depth. Furthermore, the selected subjects were asked to fill out an Emotional Intelligence questionnaire and interviewed by the researcher. The results of the analysis of ST who have high Mathematical Resilience have high Emotional Intelligence, ST are able to control themselves and have high interest in learning mathematics, SS who have moderate Mathematics Resilience have moderate Emotional Intelligence. In the learning process, SS does not focus on learning and is less able to explore its potential in depth. SR who have low Mathematical Resilience have low Emotional Intelligence as well. SR tends to give up easily and has low learning motivation. However, it should be noted that there is no gender difference in Emotional Intelligence, because this is based on the instrument or measuring instrument used in the study.

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

The purpose of this study was to analyze students' mathematical critical thinking in terms of mathematical resilience and domicile. The method used in this research is descriptive qualitative where the process of selecting the subject uses an application called Winstep. Researchers used 473 high school students from 6 different schools to be the subjects in this study. The technique of taking the subject from research is based on the students' mathematical resilience level so there are 3 categories, namely high mathematical resilience, moderate mathematical resilience and high mathematical resilience. Data collection techniques using questionnaires, tests and interviews. Students are given a questionnaire in advance to determine the subject who will take the next test, namely mathematical critical thinking questions, after which the student's answers are analyzed and the researcher conducts interviews to find out how students solve the problems given and how many indicators the students can solve obtained in this study are students with high mathematical resilience obtain low critical thinking skills, students with moderate mathematical resilience acquire high critical thinking skills and students who have low mathematical resilience obtain moderate critical thinking skills.

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.