International Journal of Trends in Mathematics Education Research
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Relational Thinking in Problem Solving Mathematics based on Adversity Quotient and Visual Learning Style
Get PDFThe purpose of this study is to describe the relational thinking profile of students of Quitter-Visual, Camper-Visual and Climber-Visual type in solving mathematical problems based on Polya rules. To support the research, we use qualitative descriptive method involving 30 students of grade V SDN Sawahan I Surabaya. The data were collected using math skill test and interview. The results show that, Climber-Visual type students are able to apply all polya steps properly and correctly and Camper-Visual type students are only able to understand the problem and implement it while the Quitter-Visual type students are less able to understand the problem and abandon it. The result is caused by students' endurance in facing difficulties. The findings of this study can be used to map effective and efficient learning methods
Students’ Mathematical Representation in Geometry Problem Solving Based Sex Differences
Get PDFThis study aims to describe the mathematical representation of students solving geometric problems based on sex differences. Both subjects have equivalent mathematical abilities based on the results of the math ability test. The results showed that the subject used mathematical representation in expressing his idea to solve geometry problems by using Polya's problem solving steps: (a) understanding the problem (b) devising the plan (c) carrying out the plan, and (d) looking back. The mathematical representations of female subjects in solving geometric problems are: understanding information and what is asked verbally and symbolically, carrying the plans visually in the form of geometric formulas and mathematics, carrying out planning by drawing, and manipulating mathematical models, at the stage of looking back the subject performed symbolic recalculation. While mathematical representations of male subjects in express their ideas to solve geometric problems by: understanding information and what is asked verbally, devising the plans in visual form in the form of images and then making mathematical formulas, carrying out the plans by manipulating mathematical models that has been made and looking back by doing recalculation and writing conclusions
Development of Guided Discovery Learning to Improve Reflective Thinking
Get PDFThis study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective. This research is a Research and Development (R D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students
School Climate and Mathematical Disposition of Grade 10 Students
Get PDFThe purpose of this study was to determine which domain of school climate best influences mathematical dispositions of Grade 10 students. Universal sampling technique was used in this study wherein 118 Grade 10 students from the private secondary schools in Barangay Ilang, Davao City, were chosen as the participants. By utilizing a non-experimental quantitative research design, specifically, correlational technique, through the use of a validated questionnaire, mean, Pearson r and regression techniques, it was revealed that the level of school climate of the private secondary schools were high. In the same way, the level of the mathematical dispositions of the Grade 10 students was also high. In addition, it was found out that school climate and mathe-matical dispositions of the students were significantly and positively related with an r-value of 0.490 and p-value less than 0.05. Findings further revealed that among the four domains of school climate, it was expectations that best influenced the dispositions of the students towards mathematics
Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools
Get PDFStudents were demanded to be a creative problem solver in the career world. A mathematical learning following an inquiry-based learning approach and integrating mathematical tools was developed in this study. Students constructed original solutions about trigonometry ratio by using a clinometer and a meter as mathematical tools in allowing creative thinking. The product was designed through ADDIE methodology and applied to two classes in a Senior High School. A pre-test and post-test design measured cognitive knowledge as creative thinking variable. The result showed that this product with using mathematical tools was feasible and successful in enhancing students’ creative thinking. Inquiry-based learning was developed by involving three main components: providing students with a contextual mathematical problem-solving activity; involving student in an open-ended investigation with using a clinometer and a meter as mathematical tools to promote their creative thinking in creating original solutions; motivating students to build their own knowledge. This inquiry-based learning which had been developed significantly influenced students’ pre-knowledge scores. It could be concluded that creative thinking contributed, too. A recommendation for mathematics teachers in teaching mathematics was to involve students in problem-solving activity that facilitated them to conduct open-ended investigation whereas they could construct their own knowledge in building an original solution
Ethnomathematics on Dayak Tabun Traditional Tools for School Mathematics Learning
Get PDFThe purpose of this study was to describe ethnomathematics on Dayak Tabun traditional tools in school mathematics learning. This study uses a qualitative approach, with descriptive research methods. Observation techniques are direct observation and communication techniques, namely interviews with Dayak Tabun community leaders, especially makers, users, and traditional stakeholders. the results of the research obtained are: 1) form, learning context in geometric concepts, namely flat and wake up space; 2) aspects of the motive, the learning context in the geometry concepts, like are two-dimensional, lines, and angles, besides that the algebraic concept is a number pattern in the form of a constant sequence; 3) the way of making, the learning context in the algebraic concept of numbers, namely fractions in dividing the material into two parts, calculating operations especially on natural numbers, sequential numbers through measurement of materials; 4) in terms of the use of tools, the context of calculating operating learning is the tool used in the dance, namely the tapping of movements and elevation angles in trigonometric material, namely the use of a Sangkuh Akai tool. Therefore, ethnomathematics on traditional Dayak Tabun ethnic instruments can be used as the context of school mathematics learning
Algebraic Thinking Profiles of Junior High Schools’ Pupil in Mathematics Problem Solving
Get PDFAlgebra is one of concept that must be learned by pupils. It is because the algebraic concept can be used in all areas of mathematics. One of the ways that is used to develop pupils' algebraic abilities is to think algebraically. While one of the ways to develop pupils' algebraic thinking skills is to adapt pupils with mathematical problem solving. The purpose of this study is describing algebraic thinking profiles of junior high school pupils in mathematical problem solving. The description of pupils' algebraic thinking profiles is explained based on six indicators namely generalization, abstraction, analytic thinking, dynamic thinking, modeling and organization. This research is a qualitative study using test and interview methods. The research subjects consisted of one student in each student with high mathematical abilities, medium mathematical abilities and low mathematical abilities. The results showed that there were differences in algebraic thinking of junior high school pupils in solving mathematics in terms of mathematical abilities. Based on research data shows that pupils with high mathematical abilities always think algebraically in each problems solving are given, while students with medium and low ability do not always think algebraically in each of problem solving
Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics
Get PDFAwareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students
Thinking Skills of Junior High School Students Related to Gender
Get PDFThis study aims to determine the relationship between gender and students’ thinking skills and compare their score between male and female based on their level of thinking skills. Moreover, the result of this study can also be used to evaluate the implementation of the 2013 Curriculum on mathematics junior high school especially Higher-Order Thinking Skills. The method used in this study is ex-post facto, with a population of all 7th grade public junior high schools students in Banjarmasin city. Sample taken were 391 students, divided into 6 schools that were selected randomly. The instrument used is 16 multiple choice test that is valid and reliable. This developed test respectively focused on measuring thinking skills, namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The result showed that female students were better than male students in almost all of the thinking skills, except Creating. However, there is no relationship between gender and thinking skills
Analysis of Mathematical Literacy Processes in High School Students
Get PDFThe results of the Programme for International Students Assessment (PISA) survey published by the Organization for Economic Cooperation and Development (OECD) show that Indonesia is still a country with low mathematical literacy skills. The ability of mathematical literacy is closely related to interpreting contextual problems into mathematical language. In modern times like today, what is needed is not only mathematics as arithmetic, but also mathematical literacy is needed related to mathematical reasoning and problem solving. The government has included contextual aspects of the curriculum applied in schools. However, in reality many schools still do not have contextual abilities that are in line with the still low literacy abilities of students in Indonesia. The purpose of this study is to describe the mathematical literacy process in senior high schools which in this study were students with majoring in science and students with majoring in social studies. This type of research is descriptive qualitative research. The research subjects were grade X students majoring in science and majoring in social studies. The instruments used in this study were the authors themselves, math literacy questions sheets, and interview guidelines. The results showed that the mathematics literacy process of high school students obtained was both students with majoring in Natural Sciences and students with majoring in Social Sciences are 1) The social science students have been able to reasoning and planning to solve the problem well, even though there still mistakes. The natural science students well in calculation and use formula. However, the natural science students are unable not to argue mathematically and express opinions. 2) the social science students are not good at reasoning and planning to solve the problem, however well in express what students thought verbally. For diagrams translate and solve to math language, the students from social science still difficult. Use of formula in natural science students still not right