Students Mathematical Connection Research Articles

ARCS Learning Model in Improving Students's Mathematical Connection Ability

This research is quasi-experimental research conducted to improve students’s mathematical connection skills, one of which is through the use of attention, relevance, confidence, and satisfaction (ARCS) models. The purpose of this study was to determine (a) the description of the process of students and teachers in learning mathematics using the ARCS learning model, (b) differences in the improvement of mathematical connection skills between students using the ARCS learning model and students using conventional learning, (c) student responses to mathematics learning using the ARCS learning model. The data were obtained using a test research instrument in the form of mathematical connection skills and nontest questions, namely student response questionnaires to learning using the ARCS learning model. This research was conducted at SMPN 3 Bandung City with a sample of class VIII-6 as a control class and class VIII-7 as an experimental class on statistical material. Based on the results of research and processing of n-gain data, obtained: (a) the description of the learning process of teachers and students on statistical material using the ARCS learning model is in the very good category; (b) there are differences in the improvement of mathematical connection skills between students who use the ARCS learning model and students who use conventional learning; (c) most of the students who received learning using the ARCS learning model responded positively to learning mathematics using the ARCS learning model. Keywords: ARCS learning model, mathematical connection

Developing e-learning based on animation content to improve students’ mathematical connection abilities

Mathematical connection capabilities are part of an interconnected network of interconnected knowledge packages of interconnected knowledge packages of knowledge packages consisting of key concepts for understanding and developing relationships between mathematical ideas, concepts, and procedures. The purpose of this paper is to develop e-learning based on animation content to improve mathematical connection abilities in senior high school students. The e-learning was developed using framework proposed by Moodle, while the animation content was developed using macromedia flash. To get the student mathematical connection abilities, pretest and posttest were administered before and after teaching and learning process. The data were analyzed using t-test and found that e- learning which was based on animation content not only had significant effect on mathematical connection abilities but also been able to improve students’ mathematical connection abilities far better than that of conventional approach. From the posttest results show that the total score of mathematical connection abilities presented shows that the average posttest of mathematical connection abilities is 72.9 e-learning based on animation content, this shows that e-learning based on animation content can improve mathematical connection skills students with e-learning.

STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN TERMS OF SELF-CONFIDENCE

The connection was needed to solve mathematics problems. In connecting some concepts existing in mathematics to other fields of science, student self-confidence was required to solve the encountered problems. It was qualitative research, and this research aimed at knowing and describing students’ mathematical connection ability derived from their self-confidence in quadrilateral and triangle materials. The subjects of this research were the seventh-grade students at Junior High School of Juara Pekanbaru. The purposive sampling technique was used in this research. The instruments used in this research were the self-confidence questionnaire, mathematical connection ability test question, and interview guideline. All data were analyzed in three steps—data reduction, data display, and concluding. The research findings and data analyses showed that students’ self-confidence at Junior High School of Juara Pekanbaru differed. Overall, student mathematical connection ability was in enough category with 71.7%. Students with high self-confidence owned very good mathematical connection ability category, students with moderate self-confidence owned enough mathematical connection ability category, and students with low self-confidence owned very poor mathematical connection ability category.

Development of Mathematics Learning Devices with Problem Based Learning Model to Improve Student's Mathematical Connection Ability

This study aims to: (1) analyze how the validity, practicality and effectiveness of learning tools developed through problem based learning models in algebra in class VII SMP Negeri 4 Tarutng; 2) analyze how to increase mathematical connection skills after using learning tools developed through algebraic material models in class VII SMP Negeri 4 Tarutung. This research is categorized into Development Research using the Thiagarajan, Semmel and Semmel learning device development model, namely the 4-D model (Four D Model). This research was conducted at SMP Negeri 4 Tarutung which is one of the junior high schools in Tapanuli Regency, North Sumatra Province. The subjects in this study were grade VII students of SMP Negeri 4 Tarutung, namely grades VII-A and VII-B in the 2021/2022 academic year. The results of the study show that: (1) learning devices with Problem Based Learning are included in the valid, practical and effective categories; (2) The improvement of students' mathematical connection abilities after using the problem based learning model on algebraic material based on the average achievement of students' mathematical connection abilities based on the posttest results of the first trial was 77.75, increasing to 82.25 in the second trial. Thus, there was an increase in the average score of students' connection abilities of 4.5. Keywords: Development of learning tools, Problem Based Learning, mathematical connection ability DOI: 10.7176/JEP/13-13-05 Publication date: May 31 st 2022

Development Evaluation Tool Two Tier Multiple Choice Using Wondershare Quiz Creator to Identify Mathematical Connection

The research objective is to develop an evaluation tool two tier multiple choice using the wondershare quiz creator to identify students mathematical connection capabilities. The research model uses ADDIE. The test subjects in the study were class VII-D of Islamic Qon Middle School. The research instruments used were interview sheets, validation sheets, test instruments, and questionnaires. Data analysis techniques were carried out quantitatively and qualitatively. The results are: (1) the evaluation tool is feasible because it meets 2 valid and effective criteria. Valid criteria based on the assessment of media experts 94% (very feasible), and 80% material experts (feasible). Effective criteria are seen from the response of students and the quality of the items. The results of the students' responses were 82% (very interesting). While the quality of the items, the validity test contained 1 invalid question. Reliability test, there is 1 unreliable question. The difficulty level test has 7 moderate questions, 3 easy questions, and there are no difficult questions. The distinguishing power test contained 2 very good questions, 6 good questions, 2 enough questions, and not in the bad category. There were 11 distractors at the first level and 6 at the second level who were selected from all students. (2) The percentage of mathematical connections is very high 39.3%, high percentage 46.4%, moderate percentage 3.6%, low percentage 3.6%, and very low percentage 7.1%.

An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem

This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols

Mathematic connections through scientific prezi and lectora inspire

The low quality of students in mathematical connections requires learning processes using technology-based. The purpose of the study was to analyze the ability of mathematical connections between students learning scientific based on prezi, lectora-inspire and conventional learning. This study used a quasi-experimental method and a nonequivalent control group design. Involving a sample of 84 students from three senior high school classes which were divided into an experimental group and a control group as a test instrument for mathematical connection ability. The data analysis uses independent T-test, one way ANOVA, and post hoc least square differences test. The finding is that there are differences in the improvement and achievement of mathematical connection skills between students who carry out prezi-based scientific learning, better than students who have lectora-inspiration based learning and conventional learning. Prezi and lectora-inspire scientific learning facilitates students interaction processes to construct concepts, find problems, apply media, and reflect processes so that it can improve students mathematical connection abilities.

The Development of Interactive Multimedia Based on Mathematics to Increase the Mathematical Connection Ability in Probability Learning

This research aimed to develop an interactive multimedia-based mathematics lesson using Adobe flash on the probability material at SMK, to know the quality of media and increase student mathematical connection. This used the research development model 4-D. The instrument in this study is the learning media validation sheet, student’s response questionnaire to measure the media simplicity, and the question test to measure the media effectiveness. The results are described: 1) the validity level of mathematical interactive multimedia to improve the mathematical connection and the students’ learning achievements meet the valid criteria with a result of 89.17%. 2) The practicality level of mathematical interactive multimedia to improve the mathematical connection and achievements of a student’s learning meet the practice criteria with results 83.71%. 3) the effectiveness level of the mathematical interactive multimedia to improve the student’s mathematical connection meets the effectiveness criteria with results of 80,28%. The developed interactive mathematics multimedia can improve students’ mathematical connection skills in probability learning of 27.62% on the first indicator and 36.18% on the second indicator. So, the interactive mathematics multimedia that was developed can improve student’s mathematical connection skills in probability learning at SMKN 1 Wonoasri.

Pembelajaran Berbasis Reciprocal Teaching untuk Meningkatkan Kemampuan Koneksi Matematis Mahasiswa

Mathematical ability which is very important for students, especially prospective educators, is connection mathematical ability (CMA). This is because students can apply mathematics learning in daily life or with other sciences such as economics, physics, and others. Therefore, researchers wanted to improve the CMA of students with reciprocal teaching (RT) based learning strategies. The quasi-experimental method was used in this study with a non-equivalent pre-test and post-test control group design with 43 students in second semester Mathematics Education of a University in Palembang Indonesia as the subject of this study. The subjects of this study consisted of 2 classes, namely the experimental class and the control class. Data analysis in this research used the final test At the end of the study, n-gain was obtained for classes with RT-based learning strategies of 0.43 while conventional classes obtained n-gain of 0.32, which means that RT-based learning strategies can improve student mathematical connection ability.

Peningkatan Kemampuan Koneksi Matematis Mahasiswa Melalui Pembelajaran Matematika Kontekstual

The purpose of this study is to determine the improvement of students' mathematical connection abilities through contextual mathematics learning. This research was conducted on the fourth semester students of mathematics education study programs at the Riau Islamic University. This research is a quasi experiment design research. Determination of the sample is determined by saturation sampling and selection of the experimental class and the control class using simple random sampling. The research instrument was a student's mathematical connection ability test and data analysis using the Mann-Whitney test. The results showed that the average N-gain of mathematical connection ability of students who received contextual learning was 0.30, in the medium category, while the average N-gain of mathematical connection ability of students who obtained conventional learning by 0.19 was in the category low. The conclusion of the research is to increase the mathematical connection ability of students who get contextual learning better than students who get conventional learning

Mathematical connections process for elementary school students in problem solving of statistics

This study belongs to the descriptive qualitative research which aims to describe the process of mathematics connections of grade 5 primary school students with high mathematical ability and low mathematical ability in problem solving of simple statistical. Subjects in this study were grade 5 students in SD Negeri 42 Pekanbaru each having different levels of mathematics ability, that is high and low. The process of mathematical connection in question is the student’s steps in connecting mathematics. Connection aspects observed in this research are (1) integrating information; (2) making connections within and across mathematical domains; (3) deciding which mathematical tools to use to solve problems; (4) solving nonroutine problems. Data analysis of the students’ mathematical connection ability use triangulation method technique that is test method and interview method. The results show that 5th grade students at SD Negeri 42 Pekanbaru were not familiar with the problem because overall the students mathematical connection skills were classified as low. So, it is very necessary to apply learning strategies that can improve student’s mathematical connection skills.

Student Mathematical Connection Ability in Representing Multiplication at the Elementary School

The Mathematical Connection Ability is part of the thinking ability that must be possessed by a person. Therefore this ability should be customized to be applied in everyday problem-solving apps. The purpose of the research is to determine the strength of mathematical connection in multiplications at the 3rd grade of Nurmadani Elementary School, Pekanbaru Indonesia. The subjects consisted of 28 students (10 male and 18 female). The research uses descriptive-qualitative approach and classroom action research. Data were collected using a form of activity data of teachers and student during the learning process and interview. This study consists of 2 cycles. The results showed that 80% of students could use multiplication in everyday life, and 92% of the students could represent that multiplication as a form of repeated addition.

MODEL PEMBELAJARAN TWO-STAY TWO-STRAY BERBANTUANGEOGEBRA TERHADAP KEMAMPUAN KONEKSI MATEMATIS

The background of this research was based on students� lack of mathematical connection ability in learning. The aim of this research was to determine students� mathematical connection ability through Two-Stay Two-Stray learning model assisted by Geogebra application was better than that on cube and cuboid subject. The type of this research was Experimental and Design of Intact-Group Comparison Research. The sampling technique of this research used Cluster Random Sampling and students of grade VIII D, VIII E, VIII F in SMP Negeri 3 Slawi were chosen as the samples. The technique of collecting data used interview, documentation, and test. The result of this research showed that students� mathematical connection ability through Two-Stay Two-Stray learning model assisted by Geogebra application was better than that without Geogebra application proven by the t-test.

Metaphorical thinking approach assisted geogebra to improve connection mathematical ability of junior high school students

This research is motivated by the low mathematical connection ability of students, with the aim of the study is to examine the improvement of junior high school students mathematical connection ability through learning using Geogebras software-assisted metaphorical thinking approach. The method in this study is an experimental method with a posttest-pretest control group research design. The research test instrument consisted of 5 test questions of mathematical connection ability. The population of this study was all junior high school students in Kabupaten Bandung Barat, while the sample was one of junior high school at Kabupaten Bandung Barat. The experimental class obtained learning with the Geogebra software-assisted metaphorical thinking approach, and the control class gained regular learning. The data obtained from the results of the normalized gain test, which were processed through normality tests, and Mann-Whitney test using IBM SPSS 23. The results of the study showed that the achievement of the two classes was still in the moderate category, although the increase in mathematical connection ability between students get learning using the GeoGebra software assisted metaphorical thinking approach is significantly better than students who get regular learning.

The Effect of The Realistic Mathematics Education (RME) Approach and The Initial Ability of Students on The Ability of Student Mathematical Connection

This study aims to determine the effect of the Realistic Mathematics Education (RME) approach and students' initial ability to mathematical connection skills of students in grade III of elementary school. The method used is the experimental method with 2x2 treatment by level design with 30 samples. Data analysis using two-way analysis of variance and followed by the Tukey test for the significance level α = 0.05. Test the normality of the data using the Lilliefors test and homogeneity test using the Bartlett test. The results of the study show that: 1). Mathematical connection skills in students taught by the Realistic Mathematics Education (RME) approach are higher than students taught by conventional approaches. 2). There is an interaction between the use of the learning approach and the students 'initial ability to students' mathematical connection skills. 3).Ability of mathematical connection of elementary school students between students who study using the Realistic Mathematics Education (RME) approach that has a high initial ability higher than students who learn by using a conventional approach that has high initial abilities. 4) The mathematical connection ability of elementary school students between students who study with the Realistic Mathematics Education (RME) approach that has low initial abilities is higher than students who learn with conventional approaches that have low initial abilities.

The Mathematical Connection Ability of Junior High School Student’s Through The Scientific Approach and Guided Inquiry Method

This study used the pre-test post-disigned quasi-experimental method. The purpose of this study was to find out the achievement and improvement of mathematical connection ability of students whose learning using the scientific approach and guided inquiry method was better than those using the scientific approach only. This research was conducted at the junior high school level. The instrument used in this study was a test of mathematical connection ability. The results showed that learning using the scientific approach and guided inquiry method was better than those using the scientific approach only in improving students mathematical connection ability, both from the significance of t-test posttest 0.017 and from the results of the t-test n-gain significance of 0.024. For the difficulty of solving the problem of experimental class mathematical connection ability lies in the percentage of questions number 6 which is 46.9% with indicators applying the relationship of mathematics to everyday problems, while the percentage of achievement in the control class is very low in question number 5 is 46.1% with indicators look for the relationship of one procedure to another in equivalent representations. Learning using the scientific approach and guided inquiry method makes creative students associate concepts or mathematical procedures appropriately.

Student's Mathematical Connection to Problem-Solving Based on Rational Personality Types

Abstract : The purpose of this study is to describe students’ mathematical connection of rational type students in solving mathematics problem. The research data was obtained by analyzing the answer sheets and interview of two subjects based on mathematical connection indicators. The results show the process of mathematical connection in everyday life that students do with rational personality type is complete. However, different results are found that in the connection between mathematical concepts and mathematical process connection processes as the equivalent representation of students with rational personality types is not yet complete. Key Words : mathematical connection, rational personality types Abstrak : Tujuan penelitian ini untuk mendeskripsikan koneksi matematis siswa bertipe kepribadian rasional dalam memecahkan masalah Matematika. Penelitian ini merupakan penelitian deskriptif-kualitatif. Data diperoleh dari lembar jawaban dan wawancara terhadap dua subjek kemudian dianalisis berdasarkan indikator koneksi matematis. Hasil penelitian menyimpulkan bahwa subjek menunjukkan koneksi Matematika dalam kehidupan sehari-hari secara lengkap. Namun hasil berbeda ditemukan bahwa proses koneksi antar konsep Matematika dan proses koneksi prosedur Matematika sebagai representasi yang ekivalen dari siswa dengan tipe kepribadian rasional adalah belum lengkap. Kata kunci : koneksi matematis, tipe kepribadian rasional

ANALISIS KEMAMPUAN KONEKSI MATEMATIK SISWA KELAS XII MADRASAH ALIYAH KOTA CIMAHI PADA MATERI SPLDV

This research was motivated to analyze students mathematical connection skills. This research is a study that uses qualitative descriptive methods. The subjects of this study were class XII students totaling 20 students in one of the Cimahi City Aliyah Madrasas. The stages of this research start from the process of planning, implementation, and observation. The instrument question of mathematical connection ability that is given is a question that has been tested for validation by mathematicians totaling 3 questions. From the results of the research that has been carried out there are difficulties in students difficulties in solving the existing problem questions. Students who have low level of ability, difficulty factors that occur among them students have not been able to connect existing topics in mathematics, students also have not been able to understand mathematics with other sciences, and students also have not been able to apply mathematics in everyday life

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KEMAMPUAN KONEKSI MATEMATIS SISWA MTs

This study aims to analyze students errors in solving the problems of students mathematical connection ability and the extent to which students make these mistakes and to determine the level of connection ability that students have. The method used in this study is descriptive method with a qualitative approach. The samples in this study were as many as 22 students in one MTs in Cimahi City, the results obtained were that the lowest percentage was obtained in the indicator identifying the relationship of one procedure to another procedure in an equivalent representation of 67.04%. Then the error made by the students are not thorough in understanding the questions given and not identifying the known elements and concepts that are contained so that the completion process given is not appropriate other than that the calculation process is done incorrectly, especially those that include calculating the algebraic form.

The efforts of improving mathematical connection ability of senior high school student with 7e learning cycle model

Mathematical connection ability has important role in the success of students’ mathematics course. In fact, the mathematical connection ability of senior high school students is not quite good, thus a learning models is needed to improve mathematical connection ability. The purposes of the research are; (1) find out if 7e Learning Cycle Model could improving students mathematical connection ability; (2) determine whether the improvement of mathematical connection ability of student who obtain 7e Learning Cycle Model compare than student who obtain the conventional learning; (3) and find out how students attitude toward 7e Learning Cycle Model. The method applied in this research was a quasi-experimental design by using non-equivalent control group design. Result for this research are quantitative data and qualitative data. Quantitative data obtained from mathematical connection ability of student before and after the implementation of learning while qualitative data obtained from analysis of data from student questionnaires and observation sheets. The result of this research are: (1) 7e Learning Cycle Model could increasing mathematical connection ability, (2) increased mathematical connection ability student who obtain 7e Learning Cycle better than student who obtain the conventional learning, (3) and most students give positive attitude toward 7e Learning Cycle.