DAMPAK PENERAPAN METODE NUMBERED HEADS TOGETHER TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA [THE IMPACT OF THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER METHOD ON STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING]

One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.BAHASA INDONESIA ABSTRACT: Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.

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The Process of Thinking among Junior High School Student in Solving HOTS Question

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v4i3.4504 ◽

2015 ◽

Vol 4 (3) ◽

pp. 138 ◽

Cited By ~ 3

Author(s):

Bakry Bakry ◽

Md Nor Bin Bakar

Keyword(s):

Junior High School ◽

Teaching And Learning ◽

Mathematical Problem ◽

Real Life ◽

Thinking Skills ◽

Mathematical Concepts ◽

Mathematics Problems ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

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Analysis of Mathematical Representation Process Standard in Learning Mathematics on Relation Material

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v10i2.5259 ◽

2020 ◽

Vol 10 (2) ◽

Author(s):

Fashihah Fashihah ◽

Abd Qohar

Keyword(s):

Junior High School ◽

Mathematics Learning ◽

School Level ◽

Mathematical Representation ◽

High School Level ◽

Descriptive Research ◽

Learning Mathematics ◽

Research Procedure ◽

Junior High School Level ◽

Almost All

Representation is the interpretation of students' thinking to a problem in the form of words or verbal, text, tables, graphs, or symbols of mathematics as an aid instrument to solve problems. Representation is an important process standard in mathematics learning. There are 3 representation process standards in learning. One of the materials that requires the ability of representation at junior high school level is relation. This study aimed at describing the mathematical representation process standard in learning mathematics in relation material. This study used a qualitative approach to the type of descriptive research. The research procedures in this article were (1) designing learning instruments, (2) implementing learning design in peer teaching, (3) conducting learning analysis related to the abilities. The results of the study showed that the first process standard was seen in apperception activity, Activity 1 on LKS (student worksheet), Activity 2 on LKS (student worksheet), group presentations, and exercises. The second process standard was seen prominently in the exercise activities, while the third process standard was seen prominently in Activity 2 on LKS (student worksheet). Based on the results of the study, it can be concluded that the three process standards have been seen in almost all learning activities

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PENGEMBANGAN MODEL PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN KETERTARIKAN BELAJAR MATEMATIKA

JUPITEK Jurnal Pendidikan Matematika ◽

10.30598/jupitekvol1iss1pp8-14 ◽

2019 ◽

Vol 1 (1) ◽

pp. 8-14

Author(s):

Akmal Hi Dahlan

Keyword(s):

Mathematics Learning ◽

Thinking Skills ◽

Learning Objects ◽

Strategic Thinking ◽

Learning Approach ◽

Learning Mathematics ◽

Teachers And Students ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Real Forms

This study aims to increase students' interest in learning mathematics. Based on the results of the pre-study, it was found that students were less interested in mathematics learning. This is caused by several factors including (1) mathematics learning so far generally lacks opportunities for students to develop strategic thinking skills, teachers only emphasize students to memorize all formulas or concepts without understanding their meanings, (2) learning is centered to the teacher (the use of lecture methods in mathematics learning) so that students are only used as learning objects, (3) in learning teachers rarely deliver material in real forms but only in abstract form. Therefore the learning series is designed using the Indonesian Realistic Mathematics Education (PMRI) learning approach to answer the phenomena that occur in pre-research. This study is a qualitative descriptive study. Subjects in this study were students of grade VII-A SMP Negeri 1 Pulau Morotai, North Maluku Province which numbered 25 people. The instruments used in this study were tests and interviews of teachers and students. The results showed that after the PMRI learning model was applied students felt interested and could improve mathematical knowledge and could also increase students' activeness in delivering ideas. For example, students dare to interact and negotiate between students and students and between students and teachers during the learning process. In addition, the PMRI learning approach can also reduce the level of abstractness of students in solving mathematical problems. This kind of thing does not happen to the learning by the mathematics teacher before. As a suggestion for teachers, in mathematics learning teachers should be able to connect the real world with mathematics learning because that can facilitate students to solve mathematical problems, and can increase students' interest in learning mathematics

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IbM PELATIHAN PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER PADA GURU-GURU SMP DI KECAMATAN TOMOHON TENGAH

Edupreneur: Jurnal Pengabdian kepada Masyarakat bidang Kewirausahaan ◽

10.36412/edupreneur.v1i4.827 ◽

2019 ◽

Vol 1 (4) ◽

Author(s):

Derel Filandy Kaunang

Keyword(s):

Mathematics Teachers ◽

Junior High School ◽

Mathematics Learning ◽

Geometric Transformation ◽

Computer Assisted ◽

High School Mathematics ◽

Mathematical Concepts ◽

Learning Mathematics ◽

Perceived Benefit ◽

The Right

In mathematics learning using compurter is needed. Computer-Assisted Mathematics is considered necessary in helping students to understand the lessons. Usingcomputers as a medium let the students understand the materials given,of course requires the role of teachers. Therefore it is necessary to conduct training for teachers with the aim of guiding the teachers to implement the learning process in assistance of computers to understand the materials that are difficult for students.The targets of this activity are: (1) To obtain the description of the quality of junior mathematics teachers in Computer-Assisted Mathematics (2) To increase students' interest in learning mathematics and students' understanding of the correct mathematical concepts related to materials which are abstract (3) To increase the use of Computer-Assisted media in learning mathematics. The targets of this activity are junior high school mathematics teachers in the district of Central Tomohon.Based on the results of observation and evaluation on the implementation of this activity, ofthe computer-assisted mathematics training obtained the following results: First, teachers have high enthusiasm in learning about thecomputer-assisted mathematics. Second, teachers can use computer aids in the form of mathematical software such as: (1) Geometer's Sketchpad in teachinggeometry,that is to draw the right kind of triangle and prove Pythagoras theorem. (2) Geogebra in teaching geometric transformation (reflection, rotation, dilation) and seeking solutions of SPLDV and SPTLDV. (3) Yenka to teach the matters of mathematical models. (4) Macromedia Flash products inlearningmathematics especially about planes. Overall, computer-assisted mathematics training activities, in the form of utilizing mathematics softwares, provides satisfaction for the participants. In addition, the highly perceived benefit is that teachers can use the software that has been studied in computer-assisted mathematics training to facilitate the students in understanding the concept of mathematics appropriately. Keywords: Workshops, Computer-Assisted Mathematics

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Pendekatan Matematika Realistik Untuk Meningkatkan Kemampuan Berpikir Matematis Siswa

Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika ◽

10.31316/j.derivat.v6i2.499 ◽

2020 ◽

Vol 6 (2) ◽

pp. 73-84

Author(s):

Nurmudi Nurmudi

Keyword(s):

Junior High School ◽

Mathematical Thinking ◽

Mathematics Learning ◽

Thinking Skills ◽

Mathematical Approach ◽

Whole Process ◽

Learning Mathematics ◽

Class Viii ◽

Field Notes ◽

Academic Year

AbstractThe purpose of this study is to improve students' mathematical thinking skills using a realistic mathematical approach. The research is a Classroom Action Research (CAR) conducted collaboratively and participatively. The subject of the research was the students of class VIII B, State Junior High School 2 Giriwoyo, in the academic year 2017/2018 with 32 students. While the object of research is the whole process of learning mathematics through the application of a realistic mathematical approach implemented in class VIII B of SMP Negeri 2 Giriwoyo. Based on data obtained from observations, field notes, questionnaires, interviews, tests of cycle I and cycle II, as well as documentation, the researcher concludes that mathematics learning activities through the application of a realistic mathematical approach in class VIII B of SMP Negeri 2 Giriwoyo are carried out according to plans that have been prepared . In addition, the purpose of the action taken is to improve students' mathematical thinking abilities achieved. Keywords: Realistic Mathematics Approach, Mathematical Thinking Ability

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PENINGKATAN KEMAMPUAN GURU DALAM MENGEMBANGKAN RANCANGAN PERMASALAHAN MATEMATIKA DITINJAU DARI LEVEL KEMAMPUAN BERPIKIR SISWA

KALAMATIKA Jurnal Pendidikan Matematika ◽

10.22236/kalamatika.vol4no1.2019pp49-68 ◽

2019 ◽

Vol 4 (1) ◽

pp. 49-68

Author(s):

Baiq Rika Ayu Febrilia ◽

Eliska Juliangkary

Keyword(s):

Junior High School ◽

Mathematics Learning ◽

Thinking Skills ◽

Design Problems ◽

Mathematics Problems ◽

Before And After ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Level Of Thinking ◽

Level Of Understanding

The ability of a teacher to design mathematical problems affects the characteristics and quality of mathematics learning that teachers do in class. Therefore, teachers need to have insight into how to design problems to encourage certain students' thinking skills. This study aims to describe improvement in teacher's ability to design mathematics problems before and after discussion activities designed by researchers. The method used is qualitative descriptive with the subject of seven junior high school mathematics teachers. Based on the results of this study it was found that after participating in the discussion activities, the number of teachers who designed problems that could encourage the level of thinking ability to apply decreased by 28.57%, the level of evaluation increased by 21.43%, the level analyzed remained, and the level of understanding increased by 7.14%. From 28 problems that have been designed both before and after the discussion activities, it is found that 10.71% is a matter that drives the level of understanding, 50% encourages the level of application, 17.86% encourages the level of analysis and 21.43% encourages the level to evaluate.

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PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA

Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan ◽

10.21274/dinamika.2020.20.1.1-17 ◽

2020 ◽

Vol 20 (1) ◽

pp. 1-17

Author(s):

Umy Zahroh

Keyword(s):

Mathematics Learning ◽

Mathematical Concept ◽

School Mathematics ◽

Mathematical Concepts ◽

Geometrical Transformation ◽

Analysis Technique ◽

Learning Mathematics ◽

Concrete Operational ◽

Production House ◽

Mathematical Activities

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

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Identifying Ethnomathematics in the Old Mosque of Tosora

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v11i2.112 ◽

2021 ◽

Vol 11 (2) ◽

Author(s):

Negara Mangkubumi Kastolani

Keyword(s):

Cultural Values ◽

Mathematics Learning ◽

Real Life ◽

Study Data ◽

Mathematical Concepts ◽

Descriptive Research ◽

Life Problems ◽

Qualitative Descriptive ◽

The Relationship

The superficial understanding and application of cultural values in the life of a pluralistic community is the main reason to conduct this research as a way to introduce the importance of national identity to students through mathematics learning. The provision of real-life problems in this study is expected to enhance the relationship between reality and mathematical knowledge. The old mosque of Tosora in Wajo can be an alternative to introduce mathematical activities based on local wisdom (ethnomathematics). This is qualitative descriptive research using a case study. Data were obtained through interviews, observation, and documentation. Data triangulation was used to check the validity. Furthermore, the data were analysed through Spradley model based on domain analysis and taxonomic analysis. The results showed that the old mosque of Tosora contains some mathematical concepts, mainly geometry. In addition to the philosophy of the building, the four pillars namely panrita (wise and honest), warani (brave), macca (intelligent), and sugi (rich) become the focal principles of Buginese’s life.

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PELATIHAN PENGEMBANGAN MEDIA MATEMATIKA BAGI GURU SEKOLAH DASAR MARDI WALUYA SINDANGLAYA CIANJUR

Jurnal Bakti Masyarakat Indonesia ◽

10.24912/jbmi.v3i1.7982 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Clara Ika Sari Budhayanti

Keyword(s):

School Teacher ◽

Mathematics Learning ◽

Mathematical Concept ◽

Learning Goals ◽

Story Problems ◽

Further Training ◽

Mathematical Concepts ◽

Know How ◽

Learning Mathematics ◽

The Media

Mathematical media is one of the keys to the success of achieving mathematics learning goals. Learning mathematics will be more effective when using mathematical media in the process. The use of mathematical media in the learning process is not just about attracting students' interest and attention, but the media is a bridge to explain abstract mathematical concepts. Mathematical media functions as concrete modeling of mathematical concepts. The average elementary school teacher Mardi Waluya, has an old paradigm in carrying out mathematics learning. Mathematics is taught starting from concepts, formulas, and then applied in story problems as a model of problems in everyday life. This way of learning makes students experience boredom and even does not like learning mathematics. The use of mathematical media in learning is still less varied. The use of mathematical media is usually only on certain concepts or material. The development of mathematical media is less done because the teacher does not know how the media was developed to explain a mathematical concept. Mathematics media development training conducted with PGSD, Unika Atma Jaya has greatly assisted teachers in developing ideas about mathematical media. The activities in the training aim to make the teacher understand the important things needed to develop mathematical media. Teachers are invited to experience how easy it is to learn mathematics by using mathematical media that has been prepared by the resource person. Every activity recognized by the teacher is able to inspire the teacher in developing mathematics media. Examples of how to make and use mathematical media provided are very helpful for teachers in creating mathematical media by utilizing simple materials and tools. But the teachers also hoped for further training, both related to the mathematics media and learning methodsABSTRAKMedia matematika merupakan salah satu kunci keberhasilan pencapaian tujuan pembelajaran matematika. Pembelajaran matematika akan lebih efektif apabila menggunakan media matematika dalam prosesnya. Penggunaan media matematika dalam proses pembelajaran bukanhanya sekedar menarik minat dan perhatian siswa, namun media menjadi jembatan untuk menjelaskan konsep matematika yang bersifat abstrak. Media matematika berfungsi sebagai pemodelan konkrit konsep matematika. Rata-rata guru SD Mardi Waluya, memiliki paradigma lama dalam melaksanakan pembelajaran matematika. Matematika diajarkan mulai dari konsep, rumus, dan kemudian diaplikasikan dalam soal cerita sebagai model masalah dalam kehidupan sehari-hari. Cara pembelajaran yang demikian membuat siswa mengalami kebosanan bahkan menjadi tidak suka belajar matematika. Penggunaan media matematika dalam pembelajaran masih kurang variatif. Penggunaan media matematika biasanya hanya pada konsep atau materi tertentu saja. Pengembangan media matematika kurang dilakukan karena guru tidak tahu bagaimana media dikembangkan untuk menjelaskan suatu konsep matematika. Pelatihan pengembangan media matematika yang dilakukan bersama PGSD, Unika Atma Jaya sangat membantu guru dalam mengembangkan ide-ide mengenai media matematika. Aktivitas-aktivitas dalam pelatihan bertujuan agar guru memahami hal-hal penting yang diperlukan untuk dapat mengembangkan media matematika. Guru di ajak untuk merasakan bagaimana mudahnya belajar matematika dengan menggunakan media matematika yang sudah disiapkan narasumber. Setiap aktivitas diakui oleh guru mampu menginspirasi guru dalam mengembangkan media matematika. Contoh-contoh bagaimana membuat dan menggunakan media matematika yang diberikan sangat membantu guru-guru dalam menciptakan media matematika dengan memanfaatkan bahan dan alat sederhana. Namun guru-guru juga berharap adanya pelatihan lebih lanjut, baik terkait dengan media matematika maupun metode pembelajarannya.

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THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL

Journal of Community Research and Service ◽

10.24114/jcrs.v3i1.14402 ◽

2019 ◽

Vol 3 (1) ◽

pp. 22

Author(s):

Machrani Adi Putri Siregar ◽

Eryanti Lisma

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Mathematics Learning ◽

Linear Regression Analysis ◽

Study Groups ◽

Mathematical Concepts ◽

Learning Achievement ◽

Learning Mathematics ◽

Achievement In Mathematics

This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convinced that mathematics can be mastered. Based on theory, there are many factors that influence student's achievement in mathematics learning. In this study, researcher only took disposition factor. This research took place at Medan State 28 Junior High School which located at Karya Bersama St. No. 17 Medan Johor. The method of this study is a quantitative method with all of VIII class students which amount to 273 students and divided into 8 (eight) study groups. The data obtained by giving a questionnaire consisting of 19 statements. The data then analyzed by using simple linear regression analysis. The data analysis was performed by using SPSS 21 software for Windows. From the results of this study, it can be concluded that there is an effect of disposition on students' achievement in mathematics learning or in other words, students' achievements in mathematics learning are influenced by the disposition attitudes that students have in mathematics learning. The influence occurs in the disposition of achievement in mathematics learning is positive, that is equal to 6.6%.Keywords: Disposition, Mathematics Learning Achievement.

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