Reasoning Of High School Students Research Articles

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.

Mathematical Reasoning of High School Students in Solving AKM Geometry and Measurements Problem Viewed from Multiple Intelligences

Mathematical Reasoning of High School Students in Solving AKM Geometry and Measurements Problem Viewed from Multiple Intelligences

Penalaran Siswa SMA dalam Pembuktian Matematika pada Materi Trigonometri Ditinjau dari Kemampuan Matematika

Reasoning in mathematical proof is a thinking process to draw conclusions based on logical ideas by rebuilding previous knowledge and connecting it with current knowledge in order to demonstrate the truth of a mathematical statement supported by logical arguments. To be able to know students' reasoning in mathematical proving is associated with problem solving because problem solving and reasoning have a close relationship. Differences in students' mathematical abilities allow for differences related to reasoning in mathematical proof. The purpose of this study is to describe the reasoning of high school students with high, medium and low mathematical abilities in proving mathematics on trigonometry material.
 This study used a qualitative approach with a descriptive research type. The research subjects consisted of 3 students from class X, namely students with high, medium and low mathematical abilities. The research data were obtained from the results of mathematical ability tests, mathematical proving tests, and interviews. Mathematical ability tests were used for the selection of research subjects, mathematical proof tests were used to find out how students reasoned in proving mathematics on trigonometry material and interviews were conducted to find out more clearly about the explanation of the reasoning process written by the subjects on the mathematical proof test.
 The results showed that the three students understood the problem by identifying information that was known and that was not known to students with high mathematical ability and logical reasons, but students with moderate and low mathematical ability, there were statements that were not accompanied by logical reasons. In planning the completion, students with high mathematical ability are accompanied by logical reasons but students with moderate and low mathematical ability have statements that are not accompanied by logical reasons. In carrying out the completion plan students with high mathematical ability can solve problems according to plan accompanied by logical reasons, for students with moderate mathematical ability can solve problems according to plan, even though there are statements that are not accompanied by logical reasons, but students with low mathematical ability they cannot solve problems and did not succeed in carrying out according to the plan because they were confused about proceeding with problem solving. In re-examining the process and results, students with high ability get conclusions from their completion and examine the process from the start, starting from reading the problem, planning, implementing plans and conclusions with logical reasons, for students with moderate mathematical ability getting conclusions from their completion and checking their calculations with logical reasons. However, students with low mathematical ability did not get a conclusion from the solution because they could not solve the problem and did not re-examine the process.

Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

This paper reports on a study aiming at examining the effect of the digital storytelling approach on the aggregate reasoning of high school students. A pretest-posttest quasi-experimental design was implemented on 50 10th-grade students for five weeks to reveal the effectiveness of digital storytelling in mathematics courses regarding aggregate reasoning. Results of statistical analysis showed a significant improvement in aggregate reasoning in favor of the students in the digital storytelling group. It was also noted that aggregate reasoning was specifically enhanced to analyze data and interpret results rather than the other two components (formulate question and collect data) in the experimental group. The results support the idea that the use of digital storytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning.

Lifting the understanding of trigonometric limits from procedural towards conceptual

The purpose of this paper is to follow the reasoning of high school students when asked to explain the standard trigonometric limit . An observational study was conducted in four different phases in order to investigate if visualization, by means of an interactive technology environment (Geogebra), can contribute in lifting high school students’ understanding from a mere procedural understanding to a combination of conceptual and procedural understanding. The obtained results confirm that the students were able to show a conceptual understanding only after using the digital interactive tool. Through comparing, exploring and self-explaining combined with the use of the interactive tool, the students managed to link different concepts together. The students were able to see and interpret the reason making the angle and relate under certain conditions, thus leading to the standard trigonometric limit .

Exploring the combinatorial reasoning of high school students with reflective and impulsive cognitive style in solving problems

Combinatorial reasoning was a basic competence that every student must have for solving mathematical problems, as it highly related to providing argumentation or strategy in solving mathematical problems. It was the process of creating complex constructs out of a set of given elements that satisfy the conditions explicitly given or inferred from the situation. Considering this issue, this study aimed to explore the combinatorial reasoning of high school students with cognitive-reflective and -impulsive styles in solving problems. More specifically, It correlated combinatorial reasoning with tempo cognitive style, since it applied time-based problem solving in which the speed of responding and the frequency of either correct or wrong answer might affect students’ mental action in solving problems. This study was a qualitative research. It used High school students in eleventh grade as the research subject through matching familiar figure test. The researchers distributed a task containing several problems that had similar concept for each and then organized an interview to explore the students’ combinatorial reasoning in solving the given problems. Cognitive-reflective subject decided to use two strategies –formula and filling slot- for the sake of her affirmation, while cognitive-impulsive subject decided to only use one strategy –formula. The cognitive-reflective subject tended to be more accurate and careful in solving the problems. Otherwise, the cognitive-impulsive ones tended to be careless and less accurate, given that the subject decided to do spontaneous mental action. The result of this study found some similarities and differences on the combinatorial reasoning of both reflective and impulsive students. The similarities referred to their ways in explaining the notation in the formula they used and generalizing their strategies. The differences referred to the process of investigating various factors, considering any probabilities that might reveal, and evaluation.

Statistical reasoning levels of high school students in solving statistics related problems

Statistical reasoning is one of the focus of statistical learning at this time. Statistical reasoning is needed by students to understand the concept of statistics, to process information, and to draw conclusions both in statistical learning and in daily life. This research is a descriptive study with a qualitative approach that aims to describe the level of statistical reasoning of high school students who have low mathematical abilities in solving statistics related problems in each statistical process, namely the process of describing data, the process of organizing and reducing data, the process of representing data, as well as the process of analyzing and interpreting data. The subjects in this study were two high school students of grade XII who had low mathematical abilities based on the math skills tests that had been given. The results showed that both subjects in the process of describing data successively reached level 2 (Verbal Reasoning) and level 4 (Procedural Reasoning). Meanwhile, in the process of organizing and reducing data and the process of representing data, the first and second subjects both reached level 1 (Idiosyncratic Reasoning), while in the process of analyzing and interpreting data, the first and second subjects both reached level 1 (Idiosyncratic Reasoning).

Relationship Between Religiosity and the Level of Moral Reasoning of High School Student

The purpose of this study was to determine the relationship between religiosity and the level of moral reasoning of high school students. This research is correlation research using data collection techniques in the form of a religiosity scale and moral reasoning scale. The results of this study indicate that there is a relationship between religiosity and students' level of moral reasoning Senior High School, with a correlation coefficient of (-0.049) with a significance of 0.668. This shows that there is no significant relationship between religiosity and the level of moral reasoning of high school students. Based on the negative coefficient price, the higher the level of religiosity followed by the low level of moral reasoning, and vice versa, the higher the level of moral reasoning followed by low religiosity in high school students.

ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA MA DI KABUPATEN BANDUNG BARAT PADA MATERI BARISAN DAN DERET

This article is an analysis of test questions about High School class XI mathematical reasoning abilities. This analysis was conducted aimed at knowing and recognizing the types of difficulties experienced by students and for determining the level of mathematical reasoning of High School students in West Bandung Regency. This research is a qualitative descriptive study. A total of 34 High School students in class XI were used as samples. Instruments to test mathematical reasoning abilities are given as many as 5 items with line and series material in the form of description. Processing data in this study using Microsoft Excel and SPSS. V.23. The results of the study obtained based on the written tests conducted were the mathematical reasoning abilities of High School students in West Bandung District who had mathematical reasoning that was still low.

An Analysis of Statistical Reasoning Process of High School Students in Solving the Statistical Problem

Reasoning and problem-solving are interrelated competencies and are two important competencies in school math learning including statistics. Both competencies are targets in the school’s mathematics curriculum. The purpose of this study is to investigate the statistical reasoning of high school students in solving statistical problems i.e. the size of data center and standard deviation. The subjects of this study are students with high and low mathematical abilities obtained from mathematics ability test results given to 450 students of class XI from three different schools in Makassar, Indonesia. This research is a descriptive research with the qualitative approach. The results showed that in solving the standard deviation problem students with high and low mathematical ability to know the algorithm well and procedural can finish the calculation well but do not know the concept of deviation standard so cannot interpret the results obtained. It is also found that students with high and low mathematical ability to solve problems well procedural on the material of data centering, but cannot interpret the context in context, especially on median materials. In short, the two students had poor conceptions and poor reasoning in descriptive statistics especially in determining median and standard deviations. Other findings of students with high mathematical ability may represent in the form of graphs, diagrams, histograms and bar charts, whereas students with low mathematical abilities can only represent data in the form of bar charts, graphs, and pie charts.