Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics

Awareness 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.

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PROFIL PENALARAN ANALOGI SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p35-39 ◽

2020 ◽

Vol 9 (1) ◽

pp. 35-39

Author(s):

Tri Wilfi Iqlima ◽

Susanah Susanah

Keyword(s):

Descriptive Study ◽

Qualitative Approach ◽

Mathematical Ability ◽

Target Problem ◽

Mathematical Abilities ◽

School Year ◽

Mapping Process ◽

Mathematical Problems ◽

The Subject ◽

The Difference

Analogy reasoning is the process of thinking logically and analytically in drawing conclusions based on the similarities between the two things being compared. The purpose of this study is to describe the analogy reasoning of students in solving mathematical problems in terms of high, medium, and low mathematical abilities. This research is a descriptive study with a qualitative approach. Data collection was carried out in class IX-H of SMP Negeri 5 Surabaya in the 2019/2020 school year by 33 students and each subject was selected for each category of mathematical ability. The results of the analysis of Problem Solving Tests and interviews show that students with high, medium, and low mathematical abilities mention information that is known and what is asked for logical reasons on the source and target problem, and explain the relations between the information. This indicates that each subject has an encoding process. Each subject also mentions and explains the concepts used to solve source problems, which means each subject has an inferring process. The difference is, subjects with high mathematical ability mention the same concepts between the source problem and the target problem and explain the concepts used to solve the target problem, then students can complete the target problem. This means that the subject is doing two other processes, namely mapping and applying. Subjects with medium mathematical abilities are mentioning the same concept between the source problem and the target problem but cannot explain the concept used in the target problem. However, the subject only did one of the two indicators in the mapping process, so the analogy reasoning process carried out by the subject was encoding and inferring. While students with low mathematical abilities are stopped in the encoding and inferring processes. Keywords: Analogy Reasoning, Mathematical Abilitiy

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The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

International Journal of Multidisciplinary and Current Research ◽

10.14741/ijmcr/v.6.4.18 ◽

2018 ◽

Vol 6 (04) ◽

Author(s):

Andi Permana Sutisna ◽

Agus Setyo Budi ◽

Anton Noornia

Keyword(s):

Mathematics Education ◽

Mathematical Ability ◽

Realistic Mathematics Education ◽

Mathematical Literacy ◽

Mathematical Skills ◽

Group Design ◽

Mathematical Abilities ◽

Realistic Mathematics ◽

Class Viii ◽

Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

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Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

Journal of Physics Conference Series ◽

10.1088/1742-6596/974/1/012022 ◽

2018 ◽

Vol 974 ◽

pp. 012022 ◽

Cited By ~ 1

Author(s):

La Misu ◽

I Ketut Budayasa ◽

Agung Lukito

Keyword(s):

Mathematics Education ◽

Education Students ◽

Integral Calculus ◽

And Mathematics

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Analisis Penyelesaian Skripsi Berdasarkan Gender Di IAIN Langsa

Jurnal Anifa ◽

10.32505/anifa.v1i1.1252 ◽

2019 ◽

Vol 1 (1) ◽

pp. 34-41

Author(s):

Anggria Novita

Keyword(s):

Mathematics Education ◽

Bachelor's Degree ◽

Female Students ◽

Male Students ◽

Education Students ◽

Timely Manner ◽

Male And Female ◽

Final Project ◽

Descriptive Research ◽

The Difference

Completion of thesis is a final project that must be done by students as a condition to get a bachelor's degree. This study aims to examine the completion of the thesis based on gender to students majoring in mathematics education in FTIK IAIN Langsa and the obstacles experienced by students. This research is a qualitative research, using descriptive research methods. Data collection techniques namely by interviewing Mathematics Education Students of FTIK IAIN Langsa class of 2015.This study revealed that the completion of the thesis was based on gender (male and female students) are different, the difference can be seen from the level of student speed in completing the thesis. The study shows that female students are more instrinsically motivated than male students, so that the increase in thesis completion charts in a timely manner is more dominated by female students.

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Profil Pemahaman Himpunan oleh Siswa Berdasarkan Perbedaan Kemampuan Matematika Ditinjau dari Teori APOS

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v8i2.506 ◽

2019 ◽

Vol 8 (2) ◽

pp. 249-260

Author(s):

Maya Winarsih ◽

Helti Lygia Mampouw

Keyword(s):

Basic Science ◽

Mathematical Ability ◽

Eighth Grade ◽

Apos Theory ◽

Mathematical Abilities ◽

Eighth Grade Students ◽

The Difference ◽

Main Instrument

AbstrakPenelitian yang dilakukan oleh PISA menunjukkan bahwa pemahaman konsep siswa masih tergolong rendah terutama pada materi himpunan yang merupakan ilmu dasar dari semua cabang ilmu matematika . Tujuan penelitian ini untuk mengungkap profil pemahaman materi himpunan oleh siswa berdasarkan perbedaan kemampuan matematika ditinjau dari teori APOS. Subjek terdiri dari 3 siswa kelas VIII MTs Negeri Ngablak Magelang dengan kemampuan matematika tinggi, sedang dan rendah. Peneliti sebagai instrumen utama dibantu soal tes mengenai himpunan dan pedoman wawancara. Hasil yang diperoleh adalah siswa berkemampuan matematika tinggi berada pada level skema trans karena mampu melakukan aksi, proses, objek dan skema. Siswa berkemampuan matematika sedang berada pada level skema inter karena mampu melakukan aksi dan proses namun belum mampu menghubungkan objek dengan skema. Siswa berkemampuan matematika rendah berada pada level skema intra karena mampu melakukan aksi namun mengalami kesulitan pada bagian proses sehingga tidak dapat membangun suatu objek. Perbedaan level kemampuan matematika siswa sebanding lurus dengan perbedaan kemampuan pemahaman himpunannya. Profile of Students’ Understanding about Set Based on Difference of Mathematical Ability Using APOS TheoryAbstractResearch conducted by PISA shows that understanding students' concepts is still low, especially in set material which is the basic science of all branches of mathematics. The purpose of this research is to describe the profile of understanding set by students based on the difference of mathematical abilities in terms of APOS theory. The subjects consisted of 3 eighth grade students of MTs Negeri Ngablak Magelang with high, medium, and low in mathematical ability. The researcher as the main instrument is assisted with test questions and interview guidelines. The results obtained a student with high mathematical abilities is at the trans’s scheme level, because she can carry out actions, processes, objects, and schemes. The Student with medium mathematical abilities is at the inter’s scheme level because he can carry out actions and processes but has not been able to connect objects with schemes. The student with low mathematical abilities is at an inter’s scheme level because he can take action but has difficulty in the process so that he cannot build an object. The difference in the level of students' mathematical abilities is equal to the difference in the understanding ability of the set.

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Information Literacy and Mathematics Education Students: A Case Study in Library Instruction

Journal of New Librarianship ◽

10.21173/newlibs/4/12 ◽

2018 ◽

Vol 3 (1) ◽

pp. 58-65

Author(s):

M.H. Albro ◽

K. Megan Sheffield ◽

Anne Gant

Keyword(s):

Mathematics Education ◽

Information Literacy ◽

Library Instruction ◽

Education Students ◽

And Mathematics

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Building Students’ Characters through STEM Education and Scientific Literacy

10.31227/osf.io/qtfnc ◽

2019 ◽

Author(s):

Dessy Agustina ◽

Adib Rifqi Setiawan

Keyword(s):

Critical Thinking ◽

Mathematics Education ◽

Stem Education ◽

Scientific Literacy ◽

Education Students ◽

Science Technology ◽

New Knowledge ◽

Draw Conclusion ◽

And Mathematics ◽

Scientific Phenomena

Most educators agree that assisting students in building character is a worthwhile education goal. Character affects everything about their lives such as their thoughts, decisions, actions, relationships and goals. The purpose of this work was to find out the ways to build the students' characters through (Science, Technology, Engineering and Mathematics) Education and Scientific Literacy. It can be concluded that building students' characters through STEM Education and Scientific Literacy has already been an alternative ways. Through STEM Education, students are urged to develop their knowledge and critical thinking to face existing phenomena. Students will also be able to design advantageous technology as alternative solution. Through Scientific Literacy, other than gaining new knowledge, students will be also urged to identify problems, describe scientific phenomena, and able to draw conclusion from the empirical evidences they found. In the end, student will be more sympathetic towards their environment, especially the science related ones.

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Is there any difference between mathematics and mathematics education students’ views about mathematical proof?Matematik ve matematik eğitimi öğrencilerinin matematiksel ispata yönelik görüşleri arasında fark var mıdır?

Journal of Human Sciences ◽

10.14687/jhs.v13i3.4327 ◽

2016 ◽

Vol 13 (3) ◽

pp. 6020 ◽

Cited By ~ 3

Author(s):

Abdullah Kaplan ◽

Muhammet Doruk ◽

Mesut Öztürk ◽

Murat Duran

Keyword(s):

Mathematics Education ◽

Teacher Training ◽

Mathematics Teacher ◽

Mathematical Proof ◽

Secondary Mathematics ◽

Research Approach ◽

Education Students ◽

Significant Difference ◽

Secondary Mathematics Teacher ◽

And Mathematics

The purpose of this study was to determine the levels of mathematics and mathematics education students’ views about mathematical proof and find out whether there was a significant difference among students’ views according to their departments or not. The study was conducted with senior students (n=275) studying in final year at the department of Primary Mathematics Teacher Training (n=98), Secondary Mathematics Teacher Training (n=87) and Mathematics (n=90) at a state university at the beginning of the spring semester of 2014-2015 academic terms in East Anatolia Region of Turkey. Quantitative research approach was adopted in this study. The model of the study was comparative research which was one of the model in the nonexperimental research designs. The data were collected with Conception Scale for Mathematical Proof developed by Doruk and Güler (2014). Results of the study showed that secondary mathematics teacher training students had more negative overall views, more negative views regarding benefits obtained from mathematical proof in mathematical sense, and less self-confidence, and more negative views about meaning assigned to proof than other students. Moreover, it was revealed that mathematics students’ views regarding necessity of proof in mathematics and mathematics education were more positive than other students. ÖzetBu çalışmanın amacı matematik ve matematik eğitimi öğrencilerinin matematiksel ispata yönelik görüşlerinin düzeylerini belirlemek ve öğrenci görüşlerinin öğrenim görülen bölümlere göre farklılık gösterip göstermediğini ortaya çıkarmaktır. Çalışma 2014-2015 öğretim yılının bahar yarıyılının başında, Doğu Anadolu Bölgesi’ndeki bir devlet üniversitesinin son sınıflarında öğrenim gören toplam 275 ilköğretim matematik öğretmenliği (n=98), ortaöğretim matematik öğretmenliği (n=87) ve matematik bölümü öğrencileri (n=90) ile yürütülmüştür. Çalışmada nicel araştırma yaklaşımı benimsenmiştir. Çalışmanın modeli deneysel olmayan desenlerden biri olan karşılaştırmalı araştırma modelidir. Çalışmanın verileri, Doruk ve Güler (2014) tarafından geliştirilen Matematiksel İspata Yönelik Görüş Ölçeği ile toplanmıştır. Çalışma sonucunda, ortaöğretim matematik öğretmenliği bölümü öğrencilerinin ispata yönelik genel görüşlerinin, ispatların kendilerine matematiksel anlamda sağladığı faydalara yönelik görüşlerinin, ispata karşı özgüvenlerinin ve ispata yükledikleri anlamın diğer öğrencilere göre daha olumsuz olduğu tespit edilmiştir. Matematik bölümü öğrencilerinin ispatın matematik ve matematik eğitimindeki gerekliliğine yönelik görüşlerinin ise diğer öğrencilere nazaran daha olumlu olduğu ortaya çıkmıştır.

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