Mathematical Ability Of Students Research Articles

Pengembangan Media Pembelajaran Teka-Teki Matematika Untuk Meningkatkan Pemahaman Konsep Matematis Siswa Pada Materi Perbandingan

Mathematical puzzles are learning media based on Android applications that aim to improve students' understanding of mathematical concepts, especially in comparative material. The development of this application is based on the teacher's lack of innovation in making learning media. The purpose of this application is to make new innovations related to the development of learning media called Mathematical Puzzles which are valid, practical, and effective for increasing students' understanding of mathematical concepts in comparative material. This type of research is research and development (Reasearch and Development). The subjects of this study were students of class VII MTs Nahdlatul Ulama Tengguli Jepara. The development model applied is the development model in this study, namely ADDIE. The data collection techniques applied in this study were product validation questionnaires, teacher and student practicality response questionnaires, student mathematical ability test questions, and student motivation questionnaires. The data analysis applied was media expert and material expert tests, practicality tests through teacher and student response questionnaires, and effectiveness tests through classical tests and influence tests. The results of this study indicate that the learning media for math puzzles to improve understanding of mathematical concepts meets valid criteria with a validity value of 3.27, practical with a practicality value of 3.56, and is effective with a classical completeness test score of 80% and an effect test with influential results.

Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning

The mathematical abilities of students with reasoning are closely interrelated. The HOTS-type problem is an effort to improve reasoning ability. The ability of students to solve HOTS questions is still relatively low. Through a differentiated learning model, it is expected to help students in the learning process that suits their needs. The purpose of this study is to describe the application of differentiated learning models and describe the mathematical reasoning ability of students who have low, medium, and high abilities. This type of research is qualitatively descriptive with instruments in the form of observation sheets, questionnaires, test questions and interviews. Data analysis techniques include data reduction, data presentation, and conclusions. Test the validity of data using triangulation techniques. The results of this study show that differentiated learning can improve students' ability to reason. Four indicators of mathematical reasoning are, students' ability to present mathematical problems in the form of written statements, students' ability to make conjectures, students' ability to manipulate mathematics, and students' ability to draw conclusions from problems. Subjects with a high level of reasoning meet two indicators. Whereas subjects with moderate levels of reasoning met only three indicators and subjects with low levels of reasoning met only two indicators. Mathematics teachers should provide learning that is in accordance with the learning style of students and students should also do HOTS type questions more often.

Analysis of Students' Ability to Work on PISA Questions in Personal Context for Students of Grade IX SMPN

PISA (Programme for International Student Assesment) is an international standard study conducted by OECD who assesing the literacy skills of 15-year-olds’ students which is followed by several participating countries,including Indonesia. The research aim to describe the problem solving ability of junior high school students in solving PISA’s mathematic problems personal context. The methods of data collction used were observation, interviews and documentations. The validity of the data uses technical triangulation. Data analysis techniques through three processes those are data reduction, data presentation and draw the conclution. According to analysis results, mathematical ability of students in solving PISA’s mathematic problem personal context st level 1 is very good, at level 2 dan level 3 is good, level 4 and level 5 is still a lack and at level 6 is the worst. The results of the research can be explained that mathematical ability of students in solving PISA’s mathematic problem personal context for level 1-3 is good and for level 4-6 still a lack.

KETERAMPILAN COLLABORATIVE PROBLEM SOLVING SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA

This study is descriptive research that aims to describe students' collaborative problem solving (CPS) skills in solving mathematics problems. The subjects in this study were 6 students at grade XI consisting of 2 students with high mathematical abilities, 2 students with moderate mathematical abilities, and 2 students with low mathematical abilities. The six of them were divided into 3 groups consisting of 2 students with different mathematical abilities. The three groups were given mathematics problems to be solved collaboratively. The results of this study were analyzed using the semiotic Peirce model approach which uses a trichotomous relationship between representamen (Z), interpretant (I), and object (O) to show the CPS process that occurs. The results of the study show that students' CPS skills vary. The CPS process of high and moderate mathematical ability students is running quite well. Meanwhile, the CPS process of high and low mathematical ability students and moderate and low mathematical ability students was not as good as expected because of the little interaction or discussion between the members of the group in solving problems

PEMBELAJARAN REALISTIC MHATEMATICS EDUCATION (RME) DENGAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN LITERASI MATEMATIKA

The results of the Program for International Students Assessment (PISA) state that the mathematical ability of students in Indonesia is ranked low when compared to students in other countries and in industrialized countries. Despite the fact that mathematics is known for its challenges, many students are less enthusiastic about the subject, but some students also enjoy math. Students in the classroom have a variety of characters, attitudes, and traits. To help children develop into good students, teachers must be able to understand and shape their character. Information on the RME learning model with character education and students' mathematical literacy skills at SDN 115492 Mampang is the objectives of this research. Surveys and various literature studies were use in the implementation of this research. Research findings reveal that students still struggle to relate their skills to various social problems, math problems, and apply mathematical concepts. The model used has not succeeded in stimulating mathematical literacy. In addition, teachers have not fully incorporated character education values into mathematics learning. The learning model (RME) can be used as a learning model that will improve character education and improve students' mathematical literacy while they are learning mathematics.

Mathematical Ability in Terms of Socioeconomic Status and Mathematical Self-Efficacy

This study aims to examine students' mathematical abilities in algebra and numbers and then these abilities are viewed from socioeconomic status and mathematical self-efficacy. This study uses a descriptive design that will be examined by PGMI students at a state university in North Sumatra. The data was obtained by looking at the scores from the students' mathematical ability tests, the scores from the questionnaires and the mathematical self-efficacy scale. Data were analyzed using descriptive analysis techniques using the normal curve approach. The results showed that 1) the mathematical abilities of students who had low, medium, and high socioeconomic status were classified as the same for each category with low results, 2) the mathematical self-efficacy of students who had high and moderate had low mathematical abilities.

Hubungan frekuensi belajar dengan kemampuan matematis siswa

This research is motivated by the student's interest in learning in developing the potential for mathematical understanding which is still low. The purpose of this study was to determine the relationship between learning frequency and students' mathematical abilities. This study uses a survey research design with a descriptive correlational method. The data in this study are the results of a study of documentation and questionnaires conducted on students in mathematics. Based on the results of the correlation hypothesis test, the relationship was 36.7%. It can be concluded that the frequency of learning with the mathematical ability of class X science students has a positive weak correlation. This means that there is a relationship between the frequency of learning with the mathematical ability of class X science students. Where if the frequency of student learning is high, the higher the student's mathematical ability.

Data Analysis Techniques for Problem-Based Learning Model Development and Rewarding Elementary Linear Algebra

The problem in this research is how the data analysis techniques are used in developing problem-based learning models and giving elementary linear algebra rewards. The purpose of this study was to describe the results of data analysis in the research conducted. The type of research used is the type of RD research with qualitative and quantitative methods. The stages of data collection carried out are: Preliminary Phase, Prototyping Phase and Assessment Phase. The Preliminary stage is processed descriptively, by clearly describing the results of the preliminary analysis in the form of needs analysis, curriculum analysis, concept analysis, and student characteristics analysis, each resulting analysis is equipped with conclusions. The prototyping stage uses instrument data that has been given to experts or validators to see the errors and accuracy of the instruments presented in the form of numbers. For the Assessment Phase, validity tests were carried out on the validity of the RPS and SAP instruments, model books, lecturer books, LKM, students' mathematical ability tests, attitude questionnaires and student learning interests. Product reliability tests were carried out on RPS and SAP instruments, model books, lecturer books, LKM, students' mathematical ability tests, attitude questionnaires and student learning interests. The product effectiveness test was obtained from the student's mathematical ability test data, attitude questionnaire and student learning interest questionnaire. Based on the analysis of the data used, it can be concluded that the product validity test results obtained high validity criteria. The results of the practicality test obtained high validity. The results of the effectiveness test are that the problem-based learning model and the provision of rewards can improve students' mathematical abilities and can encourage increased understanding of a concept and solve problems that are legitimate, efficient, and effective.

Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China.

BackgroundWith the development of the COVID-19 pandemic, the importance of online teaching is becoming more and more prominent, especially for the basic advanced mathematics majoring in bio-pharmaceutical in colleges. However, the only online teaching model loses efficiency when facing the undergraduates in application-oriented universities.PurposeHow to improve the teaching quality of advanced mathematics has always been a concern because the mathematical abilities of students in application-oriented universities are not ideal. In this article, we develop a blending online-offline teaching model that combined online teaching and offline outcome-based education (OBE), as an alternative to traditional offline education.MethodologyThe comparative analysis experiment is carried out to the two classes of undergraduates. The control group and the experimental group are, respectively, the 2020 class students and the 2021 class students majoring in bio-pharmaceutical. The experimental group students receive the combined teaching method, while the control group students receive the traditional offline education.Results(1) From the comparative analysis, we can find that the students under the online-offline teaching model are more differentiated than those under the traditional offline education model. (2) The online-offline teaching model equipped with “case study + knowledge point + applications” process has achieved a good teaching effect in the author's university.ConclusionThe proposed teaching model can well stimulate students' interest in advanced mathematics learning and resonate with students through actual cases, thereby arousing students' autonomous learning drive and allowing them to apply what they have learned to professional fields.

PENINGKATAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH MENENGAH ATAS DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION

Up to now the mathematical ability of students is still relatively low, it is characterized from the low mathematics learning outcomes. Low ability students 'mathematical understanding and abilities among students' mathematical problem solving so we need a model of learning that can improve both the mathematical ability. Team Assisted Individualization (TAI) is one type of cooperative learning is expected to increase both these capabilities. This type combines the advantages of cooperative learning and individual learning. This study aims to assess about upgrading the understanding and solving mathematical problems high school students with cooperative learning model Team Assisted Individualization. This study is an experiment that is true experimental research with a quantitative approach. Design research is pretest-posttest control group design. The population in this study were all tenth grade students in the academic year 2013/2014. The sample in this study was 2 classes, X1 (control group) and X2 class (class experiment). Data collection using the test. Data analysis was conducted to gain a score normalized using ANOVA test with the help of SPSS 17.0 software and Microsoft Office Excel 2010. The results showed that: 1) Increased understanding of the mathematical ability of students who obtained using a model of cooperative learning type Team Assisted Individualization better than students which gained overall in terms of conventional learning and student level (high, medium and low), 2) There is no interaction between learning model and student level (high, medium, and low) to increase the capability of understanding, 3) Improving students' mathematical problem solving ability the learning gained by using the cooperative model of Team Assisted Individualization better than students who received conventional learning is reviewed overall and student level (high, medium and low), 4) There is interaction between the learning model and student level (high, medium, and low ) to increase problem-solving ability.Keywords: Understanding Mathematical Ability, Mathematica lProblem Solving Ability, type Cooperative Team Assisted Individualization

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.

STUDENTS' MATHEMATICAL LITERACY BASED ON COVID-19 CONTEXT

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in everyday life. This descriptive qualitative research aims to describe the mathematical literacy of 9th grade students in solving Covid-19 context problems. Four students were selected using purposive sampling techniques based on high and middle mathematical abilities. Data collection is done through math literacy tests and interviews. Research shows that students with high math skills can fulfill the mathematical literacy indicators of the stage of formulating, applying, and interpreting, with the correct answers. Middle math ability students can only fulfill the mathematical literacy indicators of the formulating stage and have not been able to answer correctly. High and middle mathematical ability students have very good abilities in formulating a problem. High mathematical ability students have excellent abilities in applying their knowledge to solve problems, while middle mathematical ability students have less ability to apply their knowledge. High mathematical ability students have sufficient ability to interpret the results obtained, while middle mathematical ability students have less ability to interpret the results obtained. High math ability students can use the information about Covid-19 provided to solve problems in the real world. Middle math ability students have not been able to use the information about Covid-19 provided to solve problems in the real world. Teachers need to provide math literacy problems on a regular basis to train students in solving everyday problems.

STUDENTS’ MATHEMATICAL BELIEFS AND ATTITUDES AS PREDICTORS TO STUDENTS’ MATHEMATICAL ABILITY

This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.

ANALISIS KEMAMPUAN KONEKSI MATEMATIS SISWA SMP DALAM MENYELESAIKAN MASALAH KONTEKSTUAL HIMPUNAN

Mathematical connections are connecting mathematical concepts and mathematical concepts with other sciences and problems of everyday life. Mathematical contextual problems can be used to view and build students' mathematical connections. The purpose of this study was to describe how the mathematical connection abilities of junior high school students when solving contextual problems on set material. The type of research used is qualitative descriptive research. Research data obtained through mathematical connection tests and interviews. Analysis of mathematical connection ability is divided into modeling connections, concepts, representations, and procedures. The results of this study indicate that high mathematical ability students make modeling connections by making mathematical models, conceptual connections by connecting many members of each set, and procedural connections by operating algebraic forms correctly, representation connections are not carried out because students rarely use Venn diagrams. Students who are mathematically capable are not making modeling connections, concept connections, representation connections, and procedural connections. Students with low mathematical ability do not make modeling connections, concept connections, representation connections and procedural connections

Relationships between cognitive pattern recognition and specific mathematical domains in mathematics education

ABSTRACT The understanding of the relationships between pattern recognition and mathematical abilities is important for students in their learning of mathematics and mathematics teachers in the design of their teaching pedagogies. This study examines the connections between pattern recognition and mathematical abilities of students from four Singapore private schools (52.7% male and 47.3% female) in arithmetic, algebra and geometry. Two validated instruments are used to measure the cognitive skills. At the end of the study, it is found that the students have moderate mastery levels of pattern recognition and mathematical ability. The study also discovers that most of the correlations between pattern recognition and mathematical abilities in the domains of arithmetic, algebra, and geometry are statistically significant. This lent support to not only the results from recent studies but also indicates that the long-standing relationships between these two cognitive abilities remain valid.

STUDENTS’ REFLECTIVE THINKING IN MATHEMATICAL PROBLEM SOLVING

This study aims to describe reflective thinking in solving mathematical problems on linear equations system with three variables based on mathematical abilities. This study uses a qualitative approach with case study type. The instruments in this study used tests and interviews. The subjects of this study came from 38 students grade X Natural Science 2 Islamic Senior High School 3 Blitar, taken one from each category of students with high, moderate, and low mathematical ability to be the subject of research. The data analysis techniques used are data reduction, data display, and conclusions drawing/verification. The validity test of data used persistent observation and triangulation. The research results obtained by students with high and moderate abilities can meet the phase of reacting, comparing, and contemplating in reflective thinking. Meanwhile, low mathematical ability students are only able to meet the reacting and comparing phases.

Mathematical Literacy: A Case Study on Padang Students' Mathematical Ability

This study aims to analyze student mathematical literacy ability from the perspective of students' Mathematical Ability. This research is a descriptive study with a qualitative approach. The research subjects were three students of XI IPA 1 MAN 1 Padang with different mathematical abilities: low, medium, and high. Data were collected through documentation, tests, and interviews. The results of the analysis show that students with high abilities can solve routine problems, interpret problems and solve them with formulas, carry out procedures well, can deal with complex situations, use their reasoning in solving problems, can work effectively and interpret different representations and then relate them to the real world. Students with moderate abilities can solve routine problems, interpret problems and solve them with formulas, and carry out procedures properly. Meanwhile, students with low abilities are only able to solve routine questions. Based on these results, it is necessary to look for strategies in the mathematics learning process, which enable the improvement of students' mathematical literacy skills.

A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?

Today, hundreds of studies on mathematics learning have been found in various literature, supported by the use of GeoGebra software. This meta-analysis aims to determine the overall effect of using GeoGebra software and the extent to which study characteristics moderate the study effect sizes to consider the implications later. This study analyzed 36 effect sizes from 29 primary studies identified from ERIC documents, Sage Publishing, Google Scholar, and repositories from 2010 to 2020, and a total of 2111 students. In order to support calculation accuracy, a Comprehensive Meta-analysis (CMA) software was used. The effect size is determined using the Hedges equation, with an acceptable confidence level of 95%. It is known that the overall effect size of using GeoGebra software on the mathematical abilities of students is 0.96 based on the estimation of the random-effect model, and the standard error is 0.08. These findings indicate that, on average, students exposed to GeoGebra-based learning outperformed math abilities, which was initially equivalent to 82% of students in traditional classrooms. This study considers the five characteristics of the study. It showed that the GeoGebra software used was more effective in sample conditions less than or equal to 30. Providing classrooms with sufficient numbers of computers allowed students to use them individually, which was necessary to achieve a higher level of effectiveness. GeoGebra software is more effective when the treatment duration is set to less than or equal to four weeks. These findings help educators consider the characteristics of studies that moderate effect sizes using the GeoGebra software in the future.

Profile of mathematical ability of junior high school student in Cirebon based on TIMSS standards

This result of research on Trend In Mathematics and Science Study (TIMSS) scores of Indonesian students in 2011 puts it at the bottom. And until now there are still many references of mathematics students and mathematics researchers in Indonesia. However, there are no results of research on the position where students in the city of Cirebon currently in the TIMSS score. The method of the reasearch is survey method by taking a random sample of 491 students taken from eighth-grade students of public and private schools showed the average TIMSS score of students who answered correctly from the sample tested reached 58% with a standard deviation of 8. The average of student correct answer in Cirebon higher than national average or international average correct answer in all level at TIMSS in 2011, thus low level, intermediate level, high level and advance level. However, the mathematical ability of students in the city of Cirebon still needs to be improved because in intermediate level, high level, and advance level still less satisfactory. In gender differences perspective, mathematical ability female student better than mathematical ability of male students for all level at TIMSS in 2011.

Using Chess for Identifying and Correcting “Problem Areas” in the School Math Course

The conceptual position of the research is that the integration of mathematical and chess game activities ensures the effective development of cognitive and intellectual abilities of students, motivation to study mathematics, and productive development of its “problem areas”. A technology for identifying and correcting the “problem zone” based on a chess game has been developed. All stages of the technology are presented on the example of mastering complex educational construct-combinatorial schemes. The effective influence of the chess game on the development of cognitive and mathematical abilities of students is theoretically and experimentally proved.