Mathematical Understanding Of Students Research Articles

Struggling as part of success: International Baccalaureate students’ productive struggle is strongly correlated to mathematical achievement

Productive struggle is an effective mathematics teaching practice that provides students opportunities to grapple with challenging mathematical concepts, connect prior knowledge, discover new ideas, and develop their critical thinking skills. Research has documented the benefits of secondary mathematics students engaging in productive struggle. Additional work is needed to detail how productive struggle relates to students’ mathematical achievement, specifically in the International Baccalaureate (IB) classroom. This study examined what correlation existed between 68 U.S. grade 11 and 12 IB mathematics students’ level of productive struggle exhibited during tasks of varying levels of cognitive demand and their mathematical achievement based on 10 IB established markschemes and a summative assessment. A strong, positive correlation was found between the level of productive struggle and mathematical achievement across all cognitive demand levels. These results support prior work emphasizing the importance of teachers making productive struggle a consistent, pervasive practice in their classrooms to foster student mathematical achievement and understanding.

The Enhancing Student Mathematical Understanding through Differentiated Learning: A Study of Fifth Graders at Madrasah Ibtidaiyah

<p>Investigating the Impact of Differentiated Learning with Experience, Interaction, Communication, and Reflection Approach on Student Mathematical Understanding. The ability to comprehend mathematical concepts involves students' capacity to apply and utilize concepts in innovative ways based on their understanding. This research aims to measure and analyze the level of student understanding in mathematics, specifically focusing on the implementation of differentiation learning using the experience, interaction, communication, and reflection approach within the fifth-grade setting at Madrasah Ibtidaiyah. Differentiated learning, a well-known educational method, aims to accommodate diverse student needs, ensuring comprehensive understanding. To conduct this study, researchers divided students into three groups: the Lowest Common Multiple (LCM) group, the Butterfly group, and the Origami group, based on initial ability diagnoses. Subsequently, the learning process employed experience, interaction, communication, and reflection strategies. A mixed research method was utilized for data collection and analysis. The study's results, assessed through five indicators of student mathematical understanding, demonstrated a notable improvement in students' conceptual comprehension. The average gain test value of 0.451442 indicated a medium-level increase, with a significance level value of 0.05. Consequently, students receiving differentiated learning with the experience, interaction, communication, and reflection approach exhibited superior mathematical understanding compared to those receiving conventional instruction. Overall, this research provides empirical evidence supporting the effectiveness of differentiated learning, emphasizing the significance of incorporating experiential, interactive, communicative, and reflective methods to enhance students' mathematical comprehension.</p><p> </p>

The Ethnomathematical Concept of Sundanese Local Wisdom through Building Space for the Earth Alit Kabuyutan West Java Site as the Development of Mathematics Learning Media

This research is motivated by the preservation of Sundanese culture in West Java which must be instilled in students through learning mathematics and students' mathematical understanding abilities. Based on this problem, an ethnomathematical-oriented learning media device for Sundanese local wisdom was developed through the spatial construction of the Bumi Alit Kabuyutan Site. The purpose of this study was to find out what types of buildings can be used as learning media for mathematics in Geometri and produce valid, practical, and effective mathematics learning media tools for the preservation of Sundanese culture as well as students' mathematical understanding abilities. The research method used is a mixed, namely the Plomp development method and the experimental method. The subjects in this study were class VIII Junior High School Bakti Nusantara in Bandung, West Java, with the sample consisting of 3 classes, namely the limited trial class, the control class, and the experimental class. The research instruments used include validation sheets, student activity observation sheets, implementation sheets of learning media devices, and student response questionnaires, and data collection techniques used include observation, interviews, and questionnaires. The ability of students' mathematical understanding of the geometrical material was measured using a student's mathematical understanding ability test. Data were analyzed by normality, homogeneity, and One Way ANOVA using SPSS. The results showed that (1) the resulting learning tools were valid, practical and effective, (2) the results of the One Way ANOVA test obtained a p-value 0.003 (sig < 0.05) value which indicates that the implementation of the developed learning tools has a significant effect. significant to the preservation of Sundanese culture and the ability of students' mathematical understanding.

Integrating computational thinking to enhance students mathematical understanding

Integrating computational thinking to enhance students mathematical understanding

Improvement of student's mathematical understanding ability through problem based learning

The understanding mathematics ability is important for high school students. However, the reality that happened at SMAN 6 Banda Aceh, students' mathematical understanding still has not reached completeness so that it affects the final score of mathematics subjects. The cause of the problem is due to teacher-centered learning which makes learning meaningless. Therefore, a meaningful learning model is needed so that it can improve students' mathematical understanding ability. One of the meaningful learning models is the Problem Based Learning model. Based on this background, this research aims to:to find out the increase in students' mathematical understanding skills with the Problem Based Learning modelat SMAN 6Banda Aceh. This research is a quasi-experimental design with nonequivalent control group design. The research sample consisted of two classes, namely class XI IPA-2 as the experimental class consisting of 30 students with the PBL model and class XI IPA-1 as the control class consisting of 29 students with the conventional model. The data collection technique is done by test. The research instrument used is a test of mathematical understanding ability. The data analysis technique used independent sample t-test. The results showed that the value of sig. count more than sig. alpha, so it can be concluded that the increase in students' mathematical understanding through the PBL model is better than the mathematical understanding of students who get conventional learning.

Analisis Kemampuan Pemahaman Konsep Matematis Siswa pada Pembelajaran Matematika Kelas XI IIS SMA PGRI 3 Padang

This research is motivated by the low ability of students to understand mathematical concepts in learning mathematics.The purpose of this study was to determine how thw mathematical ability of class XI IIS students at SMA PGRI 3 Padang. The subjects of this study were students of class XI IIS SMA PGRI 3 Padang, totalling 19 students. The research method used is descriptive method using a qualitative approach. The instrument used in this study was a test of the ability to understand concepts in the form of 4 questions in the form of descriptions and interview. The test results were analysed based on indicators of concept understanding. The results of this study indicate hat the results of data analysis on the ability to understand mathematical concepts of the 19 students tested obtained the total qualification score of 50% in the medium category. The qualifications for the total score of students mathematical concept understanding abilities based on the analysis of eachindicator on concept undestandig are as follow: on the indicator of restating a concept, 54% is in the medium category, classifying objects according to certain properties (according to the concept) is 82% are in the high category, providing examples and non-examples of the concept are 30 in the less category, presenting the concept in the form of a mathematical representation is 35% in the less category, developing necessary or sufficient requirements of a conceptis 73% in the medium category, and applying the concept or problem-solving algorithm is 24% in the lo category.

EFFECT OF SKINNER'S LEARNING THEORY WITH PICTURE AND PICTURE MODEL ON THE ABILITY OF MATHEMATICAL UNDERSTANDING OF STUDENTS IBNU HAJAR MANDIRI

Mathematics is often considered a scourge for the field of study that is considered difficult and boring, the learning carried out is teacher-centered where students are less active and only accept the learning delivered by the teacher. Based on this background, the purpose of this research is to find out the improvement of students' mathematical understanding skills whose learning uses Skinner's learning theory through picture and picture models, to find out the differences in students' mathematical understanding abilities who use Skinner's learning theory through picture and picture models with those who do not use Skinner's learning theory but through the picture and picture model, and knowing the student's response to learning using Skinner's learning theory through the picture and picture model. The research method used is a true experimental method with a population of all eighth-grade students of Ibnu Hajar Mandiri Bekasi Junior High School for the 2020/2021 academic year. Sampling was done purposively. The instrument is a test about the description of students' mathematical understanding abilities on function material and questionnaire sheets. The results showed that learning mathematics using Skinner's learning theory through picture and picture models can improve students' mathematical understanding skills, besides that there are differences in the mathematical understanding of students whose learning uses Skinner's learning theory through picture and picture models with students whose learning does not use Skinner's learning theory but through picture and picture models. The student's response after using Skinner's learning theory through the picture and picture model was considered good. This shows that only a small number of students still consider mathematics a very difficult and boring subject.

THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACH AND STUDENTS’ GENDER ON MATHEMATICS UNDERSTANDING AT GRADE IV SDN ALANG LAWAS, PADANG

The purpose of this study was to describe differences in the understanding of students who learned through CTL approach and students who learned through the conventional approach, to observe the differences in the Mathematics understanding of male students and female students, and to see the interaction between the learning approach and gender on the mathematics understanding. The type of this research was a Quasi Experimental Design with a factorial design (2x2 factorial design). The population in this study was all fourth grade students at SDN Alang Lawas Padang. The samples were students at SDN 37 Alang Lawas as the control class and students at SDN 20 Alang lawas as the experimental class. The results of the research concluded that (1) there were differences in the mathematical understanding of students who were taught by CTL approach and the students who were taught by a conventional approach; (2) there were differences in the mathematical understanding of male students and female students at grade IV SDN Alang Lawas; and (3) there was no significant interaction between learning approaches and gender in influencing students' mathematical understanding.

PENDEKATAN PEMECAHAN MASALAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMK

This article discusses the effect of problem-solving approaches to improve students' understanding of mathematical concepts. The purpose of this study was to determine the differences in understanding the mathematical concepts of students who learn to use a problem-solving approach with conventional methods in class X students of SMK Yatindo Bekasi. This study uses a quantitative approach and experimental methods. The research sample involved students of class X-2 as an experimental group learning using a problem-solving approach and class X-1 as a control group, each group totaling 30 students. The results of the research from testing the data analysis prerequisites included: the normality test using the Kolmogorov-Smirnov test for the experimental and control groups obtained by the same sig-count value, namely 0.200, meaning that the sig-count is greater than 0.05 sig-table, it is concluded that it is normally distributed, While the homogeneity test obtained the levene's test results with the sig-count value greater than the sig-table (0.109> 0.05). Then testing the hypothesis, obtained a sig-count value of 0,000 or a t-test value of 3,829> 2,000, the conclusion: there are differences in mathematical understanding of students who learn to use problem solving approaches with students who learn using conventional methods

Studi Penelitian Tindakan Kelas: Bagaimana Meningkatkan Pemahaman Matematis pada Siswa?

Learning models that are not precise have an impact on low student understanding so that the student completeness score is still below 50%, so appropriate action is needed to improve the quality of learning so that students' understanding in learning mathematics increases. The purpose of this study was to determine the increase in mathematical understanding of students by using cooperative learning model type Snawbal throwing. This type of research is classroom action research through 3 cycles. The increase in learning outcomes is determined based on an increase in the average understanding of students, the attainment of absorption and learning completeness. Increment refers to the ratio between the value of cycle I, cycle II and cycle III. The results showed that the implementation of the snowball throwing type of cooperative learning model could improve students' mathematical understanding of set material. It can be seen from the students' average understanding of mathematics increased from 75 (cycle I) to 9 (cycle II), and 82 (cycle III). The increase also occurred in the attainment of absorption and learning completeness. The absorption capacity increased from 50% to 70% and 73%. The learning completeness has increased from 50% to 70% and 73%.

A Necessária Mudança de Foco na Formação de Professores de e que Ensinam Matemática: Discussão de Tarefas para a Formação e o Desenvolvimento do Conhecimento Interpretativo

Considera-se o conhecimento do professor como sendo especializado, para a sua atuação docente no que tange ao conhecimento do conteúdo e ao conhecimento pedagógico do conteúdo. Assumindo que cada área profissional demanda um conhecimento específico, a formação de professores deverá preocupar-se com as especificidades desse conhecimento para formar profissionais. Para que os alunos entendam, o professor deverá assumir como ponto de partida, para as discussões, o que os alunos já conhecem e como conhecem, o que demanda um conhecimento matemático específico que denominamos de Conhecimento Interpretativo. Este texto discute a necessidade e a importância de uma mudança de foco na formação de professores com vistas a capacitar profissionais para uma atuação docente que busque desenvolver o entendimento matemático dos alunos. Com esse fito, apresenta-se e discute-se uma tarefa para a formação que tem por objetivo desenvolver o Conhecimento Interpretativo de (futuros) professores no âmbito das frações.

The Effect of Students’ Mathematics Self-efficacy on Mathematical Understanding Performance

Numerous studies on students’ attitude toward mathematics have suggested that a positive attitude predicts academic achievement. However, little research has been conducted in specific areas of academic achievement, such as mathematical understanding. Therefore, this study aimed to investigate the relationship between students’ mathematics self-efficacy (SMSE) and students’ mathematical understanding (SMU). The participants of this study were 4th-grade primary school students in Kuningan, Indonesia (N = 44). The data were collected through a questionnaire assessing students’ mathematics self-efficacy (QSMSE) and a test of students’ mathematical understanding (TSMU). First, the QSMSE was administered to the participants to measure SMSE. Then, the TSMU was applied to them to measure their SMU. The results indicate that SMSE is positively correlated with and has a significant effect on SMU. The results also reveal that students with a high level of SMSE perform better in their TSMU than students with medium and low SMSE. Furthermore, our findings indicate that SME could be the best predictor for student achievement, such as mathematical understanding.

Efektivitas Pembelajaran Daring dengan Menggunakan E-learning Madrasah Terhadap Optimalisasi Pemahaman Matematika Siswa

During the COVID-19 pandemic, the government was requiring to be able to implement a learning system by the applicable health protocol. Based on this, the government must change the learning system from face-to-face meetings to online learning. Technology that is rapidly growing can be advantaged to fully support the online learning process so that the Ministry of Religion Affairs makes an innovation, namely e-learning madrasah media for simplifying the online learning process for all madrasah in Indonesia. This study aims to make readers know the level of effectiveness of online learning using madrasah e-learning to optimize the student understanding of mathematics. This study used a survey method that was conducted online with a quantitative descriptive research type. The results are that online mathematics learning activities using e-learning madrasah are quite efficient, considering that there are still constraints on the ownership of students' equipment and inadequate internet networks, and students are not maximal in absorbing the material provided. However, the advantages we found were the full support provided by the school, teachers, and parents for ongoing learning. Also, learning mathematics using madrasah e-learning is efficient and flexible so that students can carry out learning well.

The effects of contextual group guided discovery learning on students' mathematical understanding and reasoning

In this study, we examine the effect of contextual group guided discovery (CGGD) learning approach on students' mathematical understanding and reasoning. This study was conducted through a quasi-experimental method with a control group pre and post-test design. The participants of this study were two groups of 4th-grade students in Kuningan, Indonesia. Each group was comprised of 22 students (N=44). While the experimental group was conducting mathematics learning with the CGGD learning approach, the control group was conducting mathematics learning with problem-based learning (PBL). The data were collected through a test of students' mathematical understanding (TSMU) and a test of students' mathematical reasoning (TSMR) developed by researchers. The results showed that there were significant differences in the gain score of students' mathematical understanding (SMU) (U = 134.00, Z= -2.539, P = 0.011 < 0.05) and students' mathematical reasoning (SMR) (U = 139.500, Z= -2.412, P = 0.016 < 0.05) between the experimental and the control group . The gain score and post-test score of SMU and SMR on the experimental group that implemented the CGGD learning approach were significantly higher than the control group. Therefore, we conclude that the CGGD learning approach was proven influential to empower SMU and SMR.

PENERAPAN MODEL PEMBELAJARAN SNOWBALL THROWING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA

This study was aims to determine the differences in students mathematical understanding abilities with using snowball throwing learning model compared to direct learning model, and to determine the effect of snowball throwing learning model on improving students' mathematical understanding abilities. The benefit of this study is to provide information about how big the effect of snowball throwing learning model on students' mathematical comprehension abilities. This study used a quasi-experimental method. The Population used in this study was class VIII students of MTs-Al-Musthofa with a total sample 60 people taken by random sampling technique. The instrument that used in this reseacrh is test intrument mathematical comprehension ability consisting of 5 items essays. The results of the study showed that: 1) the ability of students' mathematical understanding using the snowball throwing learning model was better than the direct learning model. 2) There was an increase in the students' mathematical understanding ability using the snowball throwing learning model.

Pengaruh Problem Based Learning Dengan Strategi “MURDER” Terhadap Kemampuan Pemahaman Konsep Matematis Siswa

This study aimed to determine the effectiveness of Problem Based Learning with MURDER strategy on students mathematical concept understanding ability in SMP Negeri 2 Sokaraja Academic Year 2018/2019. The method used was experimental research. Population in the study were the eighth-grade students of SMP Negeri 2 Sokaraja. The sampling was done by cluster random sampling technique; class VIII A as an experimental class treated by using Problem Based Learning with MURDER strategy and class VIII B as a class controls that used conventional learning. That instrument used was a post test problem that measures the ability to understand mathematical concepts. Based on the result of the t-test analysis with the help of SPSS 25.0, the Sig (2-tailed) = 0.015. Because it uses the right-side test, the Sig (2tailed) value is divided by 2 so that it gets 0.0075.With α = 0.05 then the value of Sig (2-tailed) meant that Ho rejected. This meant that the ability of students to understand mathematical concepts who were exposed by Problem Based Learning with MURDER strategy were more improved from those who only follow conventional learning. Therefore, it could be concluded that Problem Based Learning with MURDER strategy affected the mathematical concept of understanding ability.

Improving Students Mathematical Understanding by Using Discovery Learning Models for Senior High School Students in Kampar District

Mathematical understanding is a very important ability possessed by students in solving mathematical problems. The purpose of this study is to find out the improvement in students mathematical understanding using discovery learning models. This research was a quasi-experimental study with a non equivalent control group design. The samples in this study were SMAN 1 Bangkinang, SMAN 1 XIII Koto Kampar and SMAN 2 Koto Kampar Hulu taken by purposive sampling technique. The data analysis technique used was the t test, and the Mann-Whitney U test. The results showed an increase in mathematical understanding of students learning using discovery learning models is better than students learning to use conventional learning models at the top level of school, medium and as a whole, but at the lower level schools have not increased.

PENERAPAN MODEL PEMBELAJARAN SITUATION-BASED LEARNING TERHADAP PEMAHAMAN MATEMATIS SISWA KELAS X SMA

The research aims to find out the students' mathematical understanding using situation-based learning model students of class X IPA, the type of research used is quasi-experimental design research, taking class X IPA 3 as an experimental class and class X IPA 2 as a control class. The technique used in this sampling is cluster random sampling. Research instruments in the form of tests to determine the level of mathematical understanding of students. The data obtained will be analyzed with the hypothesis test t-test. Hypothesis test results obtained a significant value <0.05 which is 0.049 <0.05. Based on these results it was concluded to reject H0 and accept Ha. This means the average student's mathematical understanding ability using the Situation-Based Learning model is better than the average student's mathematical understanding ability using conventional learning.

Upaya Meningkatkan Motivasi Belajar dan Pemahaman Matematika Siswa pada Materi Statistika Melalui Model Pembelajaran Kooperatif Tipe Teams Assisted Individualization (TAI) Kelas XII IPS 1 Semester Ganjil SMA Negeri 5 Kota Jambi Tahun Pelajaran 2019/2020

This study aims to improve student motivation and students' understanding of mathematics through the application of the Teams Assited Individualization (TAI) learning model Class XII IPS 1 odd semester of SMA N 5 Kota Jambi Academic Year 2019/2020. This research is a Classroom Action Research conducted in 3 cycles. Each cycle consists of 4 stages, namely planning, action, observation, and reflection. The subject of the research was Class XII IPS 1 odd semester of SMA N 5 Kota Jambi in the academic year 2019/2020 where the researcher was a mathematics teacher in the class. The research data was obtained through observation, questionnaires, and tests. The data analysis technique is comparative descriptive analysis technique. The results of the study concluded that the implementation of classroom action through the TAI (Teams Assisted Individualization) cooperative learning model on statistical material Class XII IPS 1 odd semester of SMA N 5 Kota Jambi Academic Year 2019/2020 could increase students' motivation and understanding of mathematics. From the results of observations of student motivation to increase motivation to learn mathematics from the original low to quite high. Whereas for the understanding of mathematics in the first cycle, the average score of the final test of the student cycle was 65.1 and the percentage of students who had grades above the KKM reached 44.44%. In cycle II, the average value of the final test of the student cycle was 70.7 and the percentage of students who had grades above the KKM increased by 22.23% from the first cycle which reached 66.67%. In cycle III, the average value of the final test of the student cycle is 78.4 and the percentage of students who have grades above the KKM is 75%. Therefore, it is suggested to the teacher to be able to apply the TAI type of cooperative learning model to learning in the classroom.

The role of teacher educators and university supervisors to help student teachers reflect: from monological reflection toward dialogical conversation

ABSTRACTWithin the study reported here, our broad aim was to think deeply about how to support student teachers as they assessed their students’ mathematical understanding. Our experiences, as teacher educators, have been that although student teachers may recognize emerging student mathematical understanding, they are frequently unclear about how to use formative assessment for teaching decisions. Yet, increasingly, standards for teachers require them to focus on assessment. We analyzed data from one secondary mathematics student teacher, Kevin, in the form of video and transcripts of a teaching episode and his reflection which focused on his assessment of student learning. Salient issues emerged. Kevin emphasized classroom management and superficially assessed student understanding without evidence. Although time constraints pervade our profession, watching video with and posing questions that help student teachers identify the evidence of their students’ mathematical understanding is critical. We conclude that teacher educators and university supervisors need to take a dialogical conversation approach to reflection because reflection must happen with others, not in isolation. We consider other implications for our own work with student teachers to help them grapple with the complexities of assessing student learning.