scholarly journals Advanced Mathematic Thinking Ability Based on The Level of Student's Self-Trust in Learning Mathematic Discrete

2020 ◽  
Vol 10 (2) ◽  
pp. 12
Author(s):  
Yemi Kuswardi ◽  
Budi Usodo ◽  
Sutopo Sutopo ◽  
Henny Ekana Chrisnawati ◽  
Farida Nurhasanah
Keyword(s):  
Mathematics Education ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Discrete Mathematics ◽  
Mathematical Representation ◽  
Advanced Mathematical Thinking ◽  
Self Confidence ◽  
Thinking Ability ◽  
Thinking Processes

<p class="BodyAbstract">Mathematical thinking and self-confidence are indispensable aspects of learning mathematics and are influential in solving mathematical problems. In higher education mathematics learning, advanced mathematical thinking skills are required (Advance Mathematical Thinking. Advanced mathematical thinking processes include: 1) mathematical representation, 2) mathematical abstraction, 3) connecting mathematical representation and abstraction, 4) creative thinking, and 5) mathematical proof. Discrete mathematics is one of the courses in mathematics education FKIP UNS. The problems in Discrete Mathematics courses are usually presented in the form of contextual problems. Students often experience difficulties in making mathematical expressions and mathematical abstractions from these contextual problems. In addition, students also experience difficulties in bookkeeping. Most students often prove by using examples of some real problems. Even though proof in mathematics can be obtained by deductive thinking processes or inductive thinking processes, the truth is that mathematics cannot only come from the general assumption of inductive thinking. Based on this, a qualitative descriptive study was carried out which aims to determine the advanced mathematical thinking skills based on the level of student self-confidence. Research with the research subjects of FKIP UNS Mathematics Education Students in Discrete Mathematics learning for the 2019/2020 school year gave general results that the student's ability in advanced mathematical thinking was strongly influenced by the level of student confidence in learning. The higher the student's self-confidence level, the better the student's advanced mathematical thinking ability, so that high self-confidence has a great chance of being successful in solving math problems.</p>

A Interação de Aspectos Algorítmicos, Intuitivos e Formais e o Desenvolvimento de Processos do Pensamento Matemático Avançado na Aprendizagem Matemática

2018 ◽  
Vol 10 (3) ◽  
pp. 228
Author(s):  
William Vieira ◽  
Vera Helena Giusti de Souza ◽  
Roberto Seidi Imafuku
Keyword(s):  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Advanced Mathematical Thinking ◽  
Thinking Processes

Apresentamos uma situação de aprendizagem matemática na qual pode-se observar o desenvolvimento de processos do Pensamento MatemáticoAvançado como representação, tradução,  visualização e generalização e o papel que a interação de aspectos algorítmicos, intuitivos e formais desempenha no desenvolvimento desses processos.Palavras-chave: Pensamento Matemático Avançado; Aspectos algorítmicos, intuitivos e formais.AbstractWe present a situation of mathematics learning in which one can observe the development of Advanced Mathematical Thinking processes as representation, translation, visualization and generalization and the role the interaction of algorithmic, intuitive and formal aspects plays in the development of these processes.Keywords: Advanced Mathematical Thinking; Algorithmic, intuitive and formal aspects.

THE RELATIONSHIP ON CRITICAL THINKING ABILITY WITH THE SELF CONFIDENCE OF CLASS IX MATERIALS OF BUILFDING SIDE ROOMS

2021 ◽  
Vol 13 (2) ◽  
pp. 203-213
Author(s):  
Agung Setiawan ◽  
Rochmad ◽  
Nuriana Rachmani Dewi
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Confidence ◽  
Normality Test ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
The Relationship

Mathematical thinking ability is the ability of thinking processes to think systematically, analyze arguments and come up with ideas with evidence to develop a logical mindset on what to do. This very important because students will be helped in thinking mathematically rationally in drawing conclusions and observing the problems that exist. It is also necessary to pay attention to self confidence which is the ability of students to solve existing problems. This study aims to determine the relationship between students 'mathematical critical thinking and students' self-confidence in learning mathematics for Grade IX students. This study uses quantitative research with a non-experimental approach, namely the correlation approach. The population of this study is class IX at SMP Al Madani with a sample of 21 people through the sampling technique, namely convenience sampling. Data collection techniques using observation, questionnaires, and tests. Data analysis used normality test and Pearson correlation test. Based on the research, the results obtained were 1) normality test with a significance of 0.586> 0.05, which means the data was normally distributed and 2) a correlation value of 0.520 and significant 0.016 <0.05, which means that there is a positive relationship between students' critical thinking skills and self-confidence. in mathematics learning. In other words, the higher the students 'critical thinking, the higher the students' self confidence. This can be explained also that students of SMP Al Madani have good self-confidence so that it can affect students' critical thinking skills in learning mathematics.

scholarly journals META-ANALYSIS OF THE EFFECT OF LEARNING INTERVENTION TOWARD MATHEMATICAL THINKING ON RESEARCH AND PUBLICATION OF STUDENT

2017 ◽  
Vol 4 (2) ◽  
pp. 162-175
Author(s):  
Kadir Kadir
Keyword(s):  
Mathematics Education ◽  
Research Finding ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Analysis Techniques ◽  
Learning Intervention ◽  
Thinking Ability ◽  
Educational Sciences ◽  
Method Approach

Abstract The purpose of this study was to analyse the effect of mathematics learning intervention on students' mathematical thinking ability. The research method used survey of thesis of the student. The effect of studies applying learning to mathematical thinking was done using meta-analysis techniques. The research finding that research conducted by students by providing learning intervention was able to improve students' mathematical thinking ability. Aspects of mathematical thinking ability include connection ability, communication, representation, problem-solving, logical, critical, creative, analytical, generalization, quantitative, and adaptive thinking. The types of research used by students are dominated by the experiment with mix-method approach and classroom action research. Other methods, research development. The research and publication at the Department of Mathematics Education, Faculty of Educational Sciences have adapted to the trend of mathematics education research on the national and international level. Abstrak Tujuan penelitian ini adalah menganalisis efektivitas pengaruh intervensi pembelajaran matematika terhadap kemampuan berpikir matematis siswa. Metode penelitian yang digunakan adalah survei terhadap skripsi dan publikasi mahasiswa. Pengaruh  penelitian-penelitian yang menerapkan pembelajaran terhadap kemampuan berpikir matematis dianalisis dengan teknik meta-analisis. Temuan penelitian mengungkapkan bahwa secara keseluruhan penelitian-penelitian yang dilakukan mahasiswa dengan memberikan intervensi pembelajaran ternyata mampu meningkatkan kemampuan berpikir matematis siswa. Aspek kemampuan berpikir matematika yang meliputi: kemampuan koneksi, komunikasi, representasi, pemecahan masalah, kemampuan berpikir: logis, kritis, kreatif, reflektif, intuitif, penalaran: analalogi, generalisasi, kuantitatif, kreatif, dan adaptif. Metode penelitian yang digunakan mahasiswa didominasi metode eksperimen dengan pendekatan mix-method dan penelitian tindakan kelas. Disamping itu terdapat beberapa mahasiswa  memilih metode penelitian pengembangan. Hasil penelitian dan publikasi pada Program Studi Pendidikan Matematika telah menyesuaikan dengan tren penelitian pendidikan pendidikan matematika baik pada level nasional maupun internasional. How to Cite : Kadir. (2017). Meta-Analysis of the Effect of Learning Intervention Toward Mathematical Thinking on Research and Publication of Student. TARBIYA: Journal of Education in Muslim Society, 4(2), 162-175. doi:10.15408/tjems.v4i2.8010. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.8010

scholarly journals Students’ Mathematical Thinking and Comprehensive Mathematics Instruction (CMI) Model

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Nita Delima ◽  
Yaya S. Kusumah ◽  
Siti Fatimah
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
School Students ◽  
Ability Test ◽  
Thinking Ability ◽  
Quasi Experimental

Several facts about learning mathematics in high school, show that students' mathematical thinking skills are still low. Therefore, there needs to be an effort to increase these variables, considering that these variables are very important in supporting students' academic achievement. This study discusses the application of a comprehensive mathematics instruction (CMI) model in mathematics learning as an effort to improve students' mathematical thinking. This research is a quasi-experimental research. The sample was taken purposively from the population of high school students in Subang Regency, West Java, Indonesia. The instruments used in the research consisted of a mathematical thinking ability test and an observation sheet. Mathematical thinking ability is built by four important aspects, namely specializing, generalizing, conjecturing and convincing. The CMI model is a learning model that accommodates three stages, namely develop, solidify and practice. Each of these stages provides the opportunity for students to develop specializing, generalizing, conjecturing and convincing aspects. The results showed that the CMI model can improve students' mathematical thinking abilities. Thus, the CMI model deserves to be used as an innovation in mathematics learning.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals Pengaruh Kemampuan Berpikir Divergen dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Jumardi Rauf ◽  
Siti Nur Humaira Halim ◽  
Randy Saputra Mahmud
Keyword(s):  
Standard Deviation ◽  
Divergent Thinking ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Average Score ◽  
Self Reliance ◽  
Ex Post ◽  
Thinking Ability ◽  
Ex Post Facto

The aim of this study to know the influence of divergent thinking ability and self reliance learning towards students learning results. This is an ex-post facto research, the samples was 102 students from ninth class SMPN 24 Makassar. The instruments was divergent thinking skills test, koesioner self reliance learning, and test of student’s mathematical learning results. The results of a descriptive analysis showed that the ability to think divergent students in middle category with average score 55.91, standard deviation 10.623 of the 100 ideal score with percentage 42.42%. The self reliance of learning students in the high category with average score 60.03, standard deviation 6.528 of the 80 ideal score with percentage 74.2%. The results of students learning in the good categorized with average score 80.77, standard deviation 6.416 of the 100 ideal score with percentage 53%. The result of inferential analysis shows that the divergent thinking ability positively and significantly affects the learning results of 0.183. Self reliance learning also positively and significantly affect the learning results of 0.101. The results of inferential show that divergent thinking ability and self reliance learning simultaneously influence the results of mathematics learning students with regression equation Y=70,119+0,009X1+0,181X2. AbstrakTujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian ex-post facto, dengan mengambil sampel dari siswa kelas IX SMPN 24 Makassar sebanyak 102 orang. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir divergen, kuesioner kemandirian belajar dan tes hasil belajar matematika. Hasil analisis statistik deskriptif menunjukan bahwa kemampuan berpikir divergen siswa dikategorikan sedang dengan skor rata-rata 55,91 dan standar deviasi 10,623 dari skor ideal 100 dengan persentase 42,42%. Kemandirian belajar siswa berada pada kategori tinggi dengan rata-rata 60,03 dan standar deviasi 6,528 dari skor ideal 80 dengan persentase 74,2%. Sedangkan hasil belajar siswa dikategorikan baik dengan skor rata-rata 80,77 dan standar deviasi 6,416 dari skor ideal 100 dengan persentase 53%. Hasil analisis inferensial menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kemampuan berpikir divergen terhadap hasil belajar matematika sebesar 0,183, terdapat pengaruh positif dan signifikan antara kemandirian belajar terhadap hasil belajar matematika sebesar 0,101, serta terdapat pengaruh positif dan signifikan secara simultan antara kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika persamaan regresi Y = 70,119 + 0,009X1 + 0,181X2 

scholarly journals Use of Integrated Mobile Application With Realistic Mathematics Education: A Study to Develop Elementary Students’ Creative Thinking Ability

2019 ◽  
Vol 13 (10) ◽  
pp. 19
Author(s):  
Hendra Erik Rudyanto ◽  
Anik Ghufron ◽  
Hartono Hartono
Keyword(s):  
Mathematics Education ◽  
Mobile Application ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Application Development ◽  
Validation Data ◽  
Realistic Mathematics ◽  
Thinking Ability ◽  
Creative Thinking Ability

One of the abilities students must possess is Creative Thinking Ability (CTA) in order to succeed in their lives. Learning must facilitate students to develop CTA; one of them is by developing a mobile application based on Realistic Mathematics Education (RME). The purpose of this study is to determine the level of validity/feasibility, practicality, and effectiveness of mobile application based RME. This mobile application development used the ADDIE model development procedure. The subjects in this study were grade 4 elementary school students. The validation data collection techniques through validation sheets, practicality data through CTA tests. The results of the study show that the developed of mobile application integrated with realistic mathematics meets valid/proper requirements based on expert and practitioner assessments that are practical and easy if applied in mathematics learning and that is effective in improving students’ creative thinking ability.

scholarly journals Profil Berpikir Kritis Matematis Mahasiswa dalam Menyelesaikan Soal Trigonometri Ditinjau dari Tingkat Kepercayaan Diri

2019 ◽  
Vol 8 (1) ◽  
pp. 71-82
Author(s):  
Bagus Dwi Wicaksono ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Education Students ◽  
Self Confidence ◽  
Qualified Teacher ◽  
Qualitative Descriptive ◽  
Asean Economic Community

AbstrakMemasuki era Masyarakat Ekonomi Asean (MEA) diperlukan calon guru yang berkualitas agar mampu menyiapkan generasi yang dapat bersaing secara global. Salah satu kemampuan yang harus dimiliki seorang calon guru adalah kemampuan berpikir kritis matematis. Sebuah penelitian menyimpulkan bahwa kemampuan berpikir kritis dipengaruhi oleh kepercayaan diri. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis mahasiswa Pendidikan Metematika FKIP UKSW ditinjau dari tingkat kepercayaan diri. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan mahasiswa Pendidikan Matematika FKIP UKSW yang diambil berdasarkan 2 kategori yaitu mahasiswa dengan kepercayaan diri tinggi atau S1 dan mahasiswadengan kepercayaan diri rendah atau S2. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara subjek S1 dan subjek S2 dimana subjek S1 memenuhi semua aspek FRISCO (fokus, reason, inference, situasion, clarity, dan overview) sedangkan subjek S2 hanya memenuhi aspek focus, reason, inferencedanclarity. Profil of Student’s Mathematical Critical Thinking in Solving Trigonometry Question Viewed from Self-ConfidenceAbstractEntering the era of the Asean Economic Community (MEA) requires qualified teacher candidates to be able to prepare generations that can compete globally. One of the abilities that a prospective teacher must possess is mathematical critical thinking skills. A study concluded that critical thinking skills are influenced by self-confidence. This study aims to describe the mathematical critical thinking skills of the SWCU FKIP Mathematics Education students in terms of their level of confidence. This type of research is qualitative descriptive. The research subjects were SWCU FKIP Mathematics Education students taken based on 2 categories, namely students with high self-confidence or S1 and students with low self-confidence or S2. The results of this study indicate that there are differences in mathematical critical thinking skills between S1 subjects and S2 subjects where S1 subjects fulfill all aspects of FRISCO (focus, reason, inference, situation, clarity, and overview) while S2 subjects only fulfill focus, reason, inference, and clarity aspects.

scholarly journals Uma proposta de articulação entre teoria e prática no estudo da integral definida

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
JANINE FREITAS MOTA ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Definite Integral ◽  
Advanced Mathematical Thinking ◽  
Practical Application ◽  
Integral Calculus ◽  
Mathematical Programs ◽  
Strategy Planning

ResumoEste trabalho é um recorte de uma tese de doutorado, em desenvolvimento, cujo objetivo é de desenvolver uma alternativa pedagógica e tecnologógica, que contemple aspectos do Pensamento Matemático Avançado, bem como, aplicações, aprimoramento do conhecimento e do significado da Integral Definida, em contextos intramatemáticos e extramatemáticos, em cursos de Matemática. Neste recorte, apresentamos o percurso de nossa investigação, abordando, inicialmente, os aspectos relacionados às dificuldades na aprendizagem do Cálculo Integral, em particular, da Integral Definida. Ainda, destacamos que a exploração de aplicações desse conteúdo, em distintas áreas, é considerada como uma possibilidade para o seu ensino e para sua aprendizagem. Aspectos teóricos, metodológicos e tecnológicos são apresentados, como orientadores do planejamento da estratégia pedagógica. É destacado um exemplo de aplicação teórico-prática, na perspectiva de melhorias na qualidade do ensino e da aprendizagem desse tópico. Palavras-chave: Integral Definida; Conexões Intramatemáticas; Conexões Extramatemáticas; Educação Matemática no Ensino Superior.AbstractThis work is an doctoral thesis excerpt, under development, whose objective is to construct a pedagogical and technological alternative that contemplates Advanced Mathematical Thinking aspects and applications, improvement of knowledge and the meaning of the Definite Integral, in intramathematical and extramathematical contexts, inside the  mathematical programs. In this excerpt, it is presented the research way, initially approaching the aspects related to the learning disabilities in Integral Calculus, particularly Definite Integral. Still, it is emphasized that the exploitation of applications of this content, in different areas, is considered as a possibility for its teaching and learning. Theoretical, methodological and technological aspects are presented as guide of pedagogical strategy planning. An example of theoretical-practical application is highlighted, with a view to improving the quality of teaching and learning on this topic.Keywords: Definite Integral; Intramathematics Connections; Extramathematcal Connections; Mathematics Learning in Higher Education.   

scholarly journals Strategi Motivasi Green’s, Gaya Baru Pembelajaran Matematika pada Siswa Kemampuan Rendah di Indonesia

2020 ◽  
Vol 9 (3) ◽  
pp. 383-394
Author(s):  
Indra Siregar ◽  
Veny Triyana Andika Sari
Keyword(s):  
Mathematics Education ◽  
Research Method ◽  
Mathematics Learning ◽  
Learning Method ◽  
Motivational Strategies ◽  
Self Confidence ◽  
Detailed Explanation ◽  
Learning Mathematics ◽  
Motivation Strategy ◽  
Motivation Strategies

AbstrakTujuan dari penelitian ini adalah memberikan deskripsi mengenai pembelajaran matematika yang menerapkan strategi motivasi Green’s mampu mendorong siswa yang memiliki kemampuan rendah semangat saat pembelajaran berlangsung. Gambaran pada artikel ini berupa penjelasan yang lebih rinci dibandingkan artikel sebelumnya, karena adanya foto siswa yang memperlihatkan tanggapan positif pada saat pembelajaran matematika menggunakan strategi motivasi Green’s berlangsung. Metode pembelajaran matematika dengan strategi motivasi Green’s terdiri dari empat prinsip yaitu mengukapkan bukti dari permasalahan, tersampaikannya aspirasi tinggi, memberikan opini (komentar) dan memberikan nilai atau hadiah. Metode penelitian berupa kualitatif dasar. Hasilnya berupa pendeskripsian pembelajaran matematika dengan menerapkan Green’s Motivational Strategies merupakan gaya baru pembelajaran matematika karena dapat memunculkan motivasi dan kepercayaan diri. Oleh karena itu, pembelajaran matematika dengan menerapkan strategi motivasi Green’s perlu dipertimbangkan untuk menjadi salah satu pembelajaran matematika gaya baru khususnya pada pendidikan matematika Indonesia.  Green's Motivation Strategies, A New Style of Mathematics Learning in Low Ability Students in IndonesiaAbstractThe purpose of this study is to provide a description of mathematics learning that applies Green's motivation strategy to be able to encourage students who have low enthusiasm when learning takes place. The description in this article is a more detailed explanation than the previous article because there are photos of students who show positive responses when learning mathematics using Green's motivation strategy takes place. The mathematics learning method with Green's motivational strategy consists of four principles, namely providing evidence of the problem, conveying high aspirations, providing opinions (comments), and providing value (gifts). The research method is a basic qualitative. The result is a description of mathematics learning by applying Green's Motivational Strategies, which is a new style of learning mathematics because it can generate motivation and self-confidence. Therefore, learning mathematics by applying Green's motivational strategy needs to be considered to be a new style of mathematics learning, especially in Indonesian mathematics education.

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