scholarly journals Profil number sense siswa bergaya kognitif visualizer terhadap makna pecahan desimal

2018 ◽  
Vol 11 (1) ◽  
pp. 20-36
Author(s):  
Wilda Syam Tonra
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
Number Sense ◽  
Number Line ◽  
Mathematics Tests ◽  
Basic Meaning ◽  
Decimal Fractions ◽  
The Subject ◽  
And Mathematics ◽  
Partitions Of Integers

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan profil number sense siswa terhadap makna pecahan desimal. Subjek penelitian adalah satu siswa kelas VII SMP Bhayangkari Kemala I Surabaya dengan kemampuan matematika tinggi dan bergaya kognitif visualizer. Penelitian dimulai dengan menentukan subjek penelitian mengunakan instrumen tes gaya kognitif dan tes kemampuan matematika, kemudian dilanjutkan dengan pemberian tes number sense (TNS). Tahap terakhir adalah melakukan wawancara dengan subjek untuk mengungkap cara berfikir siswa dalam menyelesaikan soal tes number sense serta melihat kesesuaian jawaban dengan alasan yang diberikan. Pengecekan keabsahan data dalam penelitian ini menggunakan triangulasi waktu. Hasil penelitian menunjukkan bahwa number sense yang dimiliki oleh subjek dalam memahami makna dasar pecahan desimal ditunjukkan dengan mempresentasikan pecahan desimal sebagai pecahan biasa, partisi dari bilangan bulat, dan partisi suatu benda. Pemahaman mengenai urutan pecahan desimal ditunjukkan dengan meletakkan pecahan-pecahan desimal pada garis bilangan sesuai urutan yang benar. Pemahaman mengenai sifat kerapatan pecahan desimal ditunjukkan dengan penyimpulan bahwa ada tidak hingga pecahan desimal antara dua pecahan desimal. Jadi, dapat disimpulkan bahwa siswa yang bergaya kognitif visualizer dengan kemampuan matematika tinggi dapat memahami makna pecahan desimal. Kata kunci: Number Sense; Gaya Kognitif; Visualizer; Pecahan Desimal [English]: This qualitative research aimed to describe the profile of student’s number sense toward the meaning of decimal. The research subject was one 7th grade of SMP Bhayangkari Kemala I Surabaya with high mathematics achievement and visualizer cognitive-style. The research began by determining the subject using cognitive-style test instrument and mathematics tests, then followed by the number sense test (TNS). The last stage was interviewing the subject to reveal how the subject think in solving the number sense test and examine the match between the answers and the reasons given. Time triangulation was used to check the validity of data. The research found that the number sense possessed by the subject in understanding the basic meaning of decimal is representing decimal fractions as regular fractions, partitions of integers, and partitions of an object. Understanding of the order of decimal is shown by placing the decimal on the number line in the correct order. Understanding of the nature of the decimal density is denoted by the conclusion that there are infinite decimals between two decimals. Thus, it could be concluded that students with visualizer cognitive-style and high mathematics achievement can understand the meaning of decimal properly. Keywords : Number Sense; Cognitive Style; Visualizer; Decimal

Anxiety, Cognitive Style, and Mathematics Achievement

1983 ◽  
Vol 109 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Trevor E. Sewell ◽  
Frank H. Farley ◽  
Fay B. Sewell
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
And Mathematics

Inquiry Strategy, Cognitive Style, and Mathematics Achievement

1977 ◽  
Vol 8 (2) ◽  
pp. 132-143
Author(s):  
Norval C. Scott
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Cognitive Style ◽  
Comparison Group ◽  
Cognitive Test ◽  
Inquiry Method ◽  
And Mathematics ◽  
Inquiry Program

The purposes were 1) to determine what effect a specific inquiry method can have on styles of categorization and mathematics achievement and 2) to discover what relationship might exist between an analytical style and mathematics achievement. Two groups were tested as seniors in high school with the Sigel Cognitive Test. Thirty-nine students had experienced an inquiry program 5 years earlier, and 40 pupils had not received this type of instruction. Results indicated that inquiry-trained students were not only significantly more analytical but better in mathematics than the comparison group. Correlations showed no relationship between analytical style and mathematics achievement.

Understanding Sex Differences in the Components of Mathematics Achievement

1993 ◽  
Vol 73 (2) ◽  
pp. 435-444 ◽  
Author(s):  
Bikkar S. Randhawa ◽  
Jason S. Randhawa
Keyword(s):  
Sex Differences ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Mathematics Achievement ◽  
Specific Research ◽  
Mathematics Tests ◽  
And Mathematics ◽  
Practical Implications

This study involved administering for two academic years Reading Comprehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading comprehension was a significant predictor of the problem-solving component for boys, it was not for girls. Also, significant differences in favor of boys were found on all three process components, on all but two content components, and on five microcomponents. Patterns of observed differences were similar for the two years. Results are related to the emerging theory of sex differences in mathematics, and specific research and practical implications are discussed.

An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests

2003 ◽  
Vol 69 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Robert Helwig ◽  
Gerald Tindal
Keyword(s):  
Special Education ◽  
Mathematics Achievement ◽  
Large Scale ◽  
The Other ◽  
Read Aloud ◽  
Achievement Scores ◽  
Mathematics Tests ◽  
Teachers And Students ◽  
Student Profiles ◽  
And Mathematics

This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.

scholarly journals HUBUNGAN ANTARA INTELIGENSI, KETERAMPILAN PERSEPSI VISUAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA [CORRELATION BETWEEN STUDENTS' INTELLIGENCE, VISUAL PERCEPTION SKILLS, AND MATHEMATICS LEARNING ACHIEVEMENT]

2021 ◽  
Vol 1 (2) ◽  
pp. 110 ◽  
Author(s):  
Danny Kurniawan Tania
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Total Sample ◽  
Internal Factors ◽  
Minimum Requirement ◽  
Perceptual Skills ◽  
Perceptual Skill ◽  
The Subject ◽  
And Mathematics ◽  
The Relationship

Students’ mathematics achievement is the priority for the XYZ elementary school, but particularly in 2015 and 2016 school’s years, there was about 39% student who had poor mathematics achievement and didn’t pass the school’s minimum requirement. In most cases, student’s mathematics achievement is generally affected by two internal factors such as: student’s intelligence and visual perceptual skills. The aim of this research is to examine the relationship between intelligence, visual perceptual skills and the students’ mathematics achievement. The subject of this study were grade two and grade three students with the total sample of 43 pupils. This study employed the Test of Visual Perceptual Skills-third edition (TVPS-3) and the Culture-Fair Intelligence Test (CFIT). The results of this study showed that there was a positive and significant correlation between intelligence, visual perceptual skills and mathematics achievement. A correlation value of 0.664 was obtained for the relationship between intelligence and mathematics achievement. A correlation value of 0.723 was obtained for the relationship between visual perceptual skills and mathematics achievement and a correlation value of 0.903 was obtained for the relationship between intelligence and visual perceptual skills. These findings indicate that the higher the level of the student’s intelligence and visual perceptual skill, the higher their mathematics achievement too.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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