Kemampuan penalaran matematis mahasiswa berdasarkan variasi gender dan self-efficacy matematis

The purpose of this study was to determine the differences in mathematical reasoning ability (KPM) based on gender variation (VG) and mathematical self-efficacy (SEM). Quantitative research was chosen to answer the research question. The research design used comparative causality on 75 students at a State University in Mataram City. Data collection was based on gender variance in the selected sample (51 women and 24 men, KPM test scores consisting of 5 items, and a 20-point SEM questionnaire, which were further categorized into 3 levels (low, medium and high). Analysis The data used two-way ANOVA with a 3 x 2 factorial design. The post-anava follow-up test used the turkey test. The results showed that male KPM was better than female KPM. Based on SEM category, student KPM at high SEM was better than student KPM at low SEM This finding emphasizes the importance of instructors being able to observe the characteristics of self-efficacy and gender variations that have an impact on the mathematics learning process.

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Peningkatan Kemampuan Komunikasi dan Self-Efficacy Matematis Siswa melalui Pendekatan Pembelajaran Matematika Realistik

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/e-saintika.v4i2.207 ◽

2020 ◽

Vol 4 (2) ◽

pp. 151

Author(s):

Sakinah Ubudiyah Siregar ◽

Amin Harahap ◽

Sri Milfayetti ◽

Ibnu Hajar

Keyword(s):

Communication Skills ◽

Self Efficacy ◽

Quantitative Research ◽

Mathematics Learning ◽

Research Approach ◽

Learning Approach ◽

Learning Approaches ◽

Mathematical Communication ◽

Realistic Mathematics ◽

Better Than

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan self-efficacy matematis siswa melalui pendekatan pembelajaran matematika realistik (PMR). Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen semu. Sampel yang digunakan pada penelitian masing-massing yaitu 30 siswa (kelas eksperimen) dan 30 siswa (kelas kontrol) sekolah dasar di beberapa sekolah sekitar kota Rantauprapat. Hasil penelitian ini menunjukkan bahwa (1) peningkatan kemampuan komunikasi matematis siswa yang diberi pendekatan realistik lebih tinggi daripada siswa yang diberi pembelajaran konvensional, (2) adanya interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap peningkatan kemampuan komunikasi matematis dan self-efficacy matematis, dan (3) proses penyelesaian komunikasi matematis siswa yang menggunakan pendekatan pembelajaran matematika realistik lebih baik dari pendekatan konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa PMR lebih baik dari pendekatan matematika konvensional dalam meningkatkan kemampuan komunikasi dan self-efficacy matematis siswa.Improvement of Students’ Mathematical Communication Skills and Self-Efficacy through the Realistic Mathematics Learning ApproachAbstractThis study aims to determine the improvement of students' mathematical communication skills and self-efficacy through a realistic mathematics learning approach (PMR). This research uses a quantitative research approach with quasi-experimental methods. The samples used in each research were 30 students (experimental class) and 30 students (control class) in elementary schools in several schools around the city of Rantauprapat. The results of this study indicate that (1) an increase in mathematical communication skills of students who are given a realistic approach is higher than students who are given conventional learning, (2) there is an interaction between learning approaches with students' initial ability to improve mathematical communication skills and mathematical self-efficacy, and (3) the process of solving students' mathematical communication using a realistic mathematics learning approach is better than the conventional approach. Based on the results of the study it can be concluded that PMR is better than conventional mathematical approaches in improving students' mathematical communication skills and self-efficacy.

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PENINGKATAN SELF EFFICACY SISWA KELAS X MAN 4 MARTUBUNG MEDAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v8i2.6340 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Anugrah Mulia Tampubolon

Keyword(s):

Self Efficacy ◽

Problem Based Learning ◽

Instructional Approach ◽

And Gender ◽

Better Than

The purpose of this research was to identify the inprovement of student’s Self Efficacy as an impact of problem based learnin, asd to find the interaction between the instructional approach and gender with improvement of student’s Self Efficacy. This research was a quasy experiment with the sample of research was 70 students, consisted of X-IPA2 with 35 students asan experiment class and X-IPA4 with 35 students as a control class. The data which collected in this research were Self Efficacy. The instruments which used to collect the data were a test of Self Efficacy. The data were analyzed by using two way anava in the SPSS program. Based on the result of this research, it could be concluded that the improvement student’s Self Efficacy by using problem based learning better than improvemet student’s Self Efficacy by using a usuall learning. There was not an interaction between the instructional approach and gender with improvement student’s Self Efficacy.

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Keefektifan model search, solve, create, and share ditinjau dari prestasi, penalaran matematis, dan motivasi belajar

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v4i1.7863 ◽

2017 ◽

Vol 4 (1) ◽

pp. 87

Author(s):

Rody Satriawan

Keyword(s):

High School Students ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

T Test ◽

Learning Motivation ◽

Control Group ◽

Teaching Model ◽

Model Search ◽

Class Viii ◽

Better Than

Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan model search, solve, create, and share (SSCS) dan apakah pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan model konvensional ditinjau dari prestasi, penalaran matematis, dan motivasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain kontrol grup non-ekuivalen. Populasi dalam penelitian adalah seluruh siswa kelas VIII SMP Muhammadiyah Banguntapan yang terdiri dari lima kelas. Sampel penelitian diambil dua kelas secara acak, yaitu kelas VIII-D dan VIII-E. Analisis data yang digunakan adalah uji T2 Hotteling’s, uji MANCOVA, dan uji lanjut dengan prosedur t-test. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian ini adalah pembelajaran matematika dengan model SSCS efektif ditinjau dari prestasi dan motivasi belajar, tetapi tidak efektif ditinjau dari penalaran matematis siswa dan pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan pembelajaran konvesional ditinjau dari prestasi dan penalaran matematis, tetapi tidak lebih baik ditinjau dari motivasi belajar siswa kelas VIII SMP Muhammadiyah Banguntapan.Kata Kunci: model SSCS, model konvensional, prestasi belajar, penalaran matematis, motivasi belajar siswa The Effectiveness of the Model of Search, Solve, Create, and Share Terms of Achievement, Mathematical Reasoning, and Motivation to Learn AbstractThe purpose of this study is to describe the effectiveness of teaching with the teaching model search, solve, create, and share (SSCS) and to describe whether teaching by teaching model SSCS better than by model conventional regarding students’ achievement, mathematical reasoning, and mathematics learning motivation. This research was quasi-experimental with the non-equivalent control group design. The population was all students of class VIII SMP Muhammadiyah Banguntapan consisting of five classes. The sample taken at random consisted of two classes: classes VIII-D dan VIII-E. Class VIII-D was taught by using the model conventional, while class VIII-E was taught by using the SSCS teaching model. The data were analyzed by using a multivariate test Hotelling's T2, MANCOVA test, and tested further by using t-test procedures. Each analysis regarding at the significance level of 5%. The results showed that: the first, the teaching of mathematics by using the SSCS model is effective regarding students’ achievement and students’ mathematics learning motivation, but it is not effective in terms of mathematical reasoning Banguntapan Muhammadiyah junior high school students of class VIII. The second, the SSCS teaching model is better than the conventional teaching model regarding students’ achievement and mathematical reasoning abilities, but not better terms of students’ mathematics learning the mathematics of class VIII SMP Muhammadiyah Banguntapan.Keywords: teaching model of SSCS, teaching model of conventional, academic achievement, mathematical reasoning ability, mathematics learning motivation

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INTEGRASI KARAKTER MANDIRI BERBASIS QUANTUM LEARNING DALAM PEMBELAJARAN MATEMATIKA DI SMK

Delta: Jurnal Ilmiah Pendidikan Matematika ◽

10.31941/delta.v7i1.919 ◽

2019 ◽

Vol 7 (1) ◽

pp. 9

Author(s):

Ekayani Khusmawati Syukrillah

Keyword(s):

Quantitative Research ◽

Teaching Method ◽

Mathematics Learning ◽

Average Score ◽

Effective Number ◽

Positive Effects ◽

Quantum Learning ◽

And Mathematics ◽

Passing Score ◽

Better Than

This was a quantitative research with the purpose to achieve mathematics learning that integrating independent character based on quantum learning effectively. The learning was always based on GNNDRC process which are Grow, Nature, Name, Demonstrate, Repeat and Celebrate. This learning method was the strategy on learning by quantum learning-based on. The teaching method was conducted to the 12thgrade students in Ma’arif NU Tirto Vocational School in Pekalongan District. The measured variables were independent character and mathematics literation capability. Observations and tests were the methods to gain the data. The data was analyzed by T test and linear regression. This research shows that integration learning with independent character has reached the effective number. It shows with (1) the students’s literation capability with average score 82,26 statistically has reached the average passing score, (2) the experiment class mathematics literation score is statistically better than the control class score, (3) there is the positive effects of students independence studies to their mathematics literation capability is 31,3%, (4) there is an upgrade of students’s independent character which is 0,63 and it is an average category

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EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY TOWARDS THE ACHIEVEMENT OF REASONING ABILITY OF HIGH SCHOOL STUDENTS

Infinity Journal ◽

10.22460/infinity.v6i2.p111-120 ◽

2017 ◽

Vol 6 (2) ◽

pp. 111

Author(s):

Ali Shodikin

Keyword(s):

High School ◽

High School Students ◽

Quantitative Research ◽

Mathematical Reasoning ◽

Control Group ◽

Reasoning Ability ◽

School Students ◽

Reasoning Abilities ◽

Central Java ◽

Better Than

The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students’ mathematical reasoning abilities.

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Improving Communication Ability And Mathematical Self Efficacy Of Elementary School Students Through The Realistic Mathematics Learning Approach

10.31227/osf.io/kawxv ◽

2019 ◽

Author(s):

Ronal Watrianthos

Keyword(s):

Communication Skills ◽

Self Efficacy ◽

Mathematics Learning ◽

Experimental Studies ◽

Learning Approaches ◽

Research Activity ◽

Mathematical Communication ◽

Realistic Mathematics ◽

Realistic Approach ◽

Better Than

The research activity was focused on improving communication skills and mathematical self-efficacy of students who obtained realisticmathematics learning approaches in elementary schools. The purpose of the study was to determine the improvement of communication skills andmathematical self efficacy of students who obtained realistic mathematics learning approaches better than students' mathematical communication skillswho obtained a conventional approach. Improvement of communication skills and mathematical self efficacy of students who get a realistic mathematicslearning approach will be conducted through a study of action studies on the subject of research namely elementary students in several schools aroundRantauprapat City. Therefore the research that would be used was following a series of quasi-experimental studies. The results of the calculation of thetwo-way ANOVA calculation of the post-test minimum self-efficacy scores of students in the class given a realistic approach were 58.0 better thanstudents in the class given conventional learning 43.0, as well as the maximum self-efficacy scores of students in the class given a realistic approach 69,0 is better than students who were given conventional learning 58.0, thus with a posttest self-efficacy score for the class given a realistic approach62.633 higher than the posttest average of students for the class given conventional learning 49.667 and a significant level of 0.000. In order thatsignificant 0,000 <0,05 means H0 is rejected so it could be concluded that the increase in mathematical communication skills of students with realisticapproaches is higher than students given conventional learning

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Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Beta Jurnal Tadris Matematika ◽

10.20414/betajtm.v11i2.206 ◽

2018 ◽

Vol 11 (2) ◽

pp. 191-207 ◽

Cited By ~ 1

Author(s):

Aprisal Aprisal ◽

Agus Maman Abadi

Keyword(s):

Problem Solving ◽

Self Efficacy ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

Reasoning Ability ◽

School Students ◽

Before And After ◽

The Difference ◽

Comparison Of Effectiveness ◽

And Control

[English]: This article aims to elucidate the effectiveness of Missouri mathematics project-problem solving learning (MMP-PS) toward mathematical reasoning ability and self-efficacy. We conducted quasi experiment research which involve 132 lower secondary school students (age 14-15 years old) as population. Of the population, 25 students respectively in two classes were selected randomly as experiment class and control class. The experiment class was taught using MMP-PS and a control class was taught using MMP (Missouri mathematics project learning). To examine the effectiveness of MMP-PS and MMP toward mathematics reasoning ability and self-efficacy, data were analyzed using one sample t-test. The difference of students’ mathematical reasoning and self-efficacy before and after the treatment was analyzed using Manova. The comparison of effectiveness of MMP-PS and MMP were analyzed through t-Benferroni test. This article shows that MMP-PS is effective on mathematical reasoning ability and self-efficacy. Meanwhile, MMP is effective on mathematical reasoning ability. The MMP-PS was better than MMP on students’ self-efficacy. Thus, MMP-PS could be utilized in mathematics learning to support students’ mathematical reasoning ability and self-efficacy. Keywords: Missouri mathematics project, Problem solving, Mathematical reasoning, self-efficacy [Bahasa]: Artikel ini bertujuan untuk mendeskripsikan keefektifan pembelajaran missouri mathematics projectdengan pendekatan problem solving(MMP-PS) terhadap kemampuan penalaran matematika dan self-efficacy. Penelitian kuasi eksperimen dilaksanakan dengan melibatkan 132 siswa SMP (kisaran umur 14-15 tahun) sebagai populasi. Dipilih secara acak dua kelas yang terdiri dari masing-masing 25 siswa sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diajar dengan menggunakan pembelajaran Missouri mathematics projectdengan pendekatan problem solvingdan kelas kontrol diajar dengan pembelajaran missouri mathematics project(MMP). Data penelitian dianalisis melalui uji satu sampel untuk mengukur keefektifan MMP-PS dan MMP terhadap kemampuan penalaran matematika dan self-efficacy. Perbedaan kemampuan penalaran matematika dan self-efficacysiswa sebelum dan sesudah pembelajaran dianalisis menggunakan uji Manova. Perbandingan keunggulan antara MMP-PS dan MMP menggunakan uji t-Benferroni. Hasil penelitian menunjukkan bahwa MMP-PS efektif ditinjau dari kemampuan penalaran matematika danself-efficacy. Sementara itu, pembelajaran MMP efektif ditinjau kemampuan penalaran matematika. Pembelajaran MMP-PS lebih unggul dari pembelajaran MMP ditinjau dari self-efficacysiswa. Jadi, MMP-PS bisa digunakan dalam pembelajaran matematika untuk mendukung kemampuan penalaran matematika dan self-efficacy. Kata kunci: Missouri mathematics project, Penalaran matematika, Self-efficacy, Pemecahan masalah NB: PDF version of this article will be available in maximum two weeks after this publication

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Examination of educators' self-efficacy for effective communication

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i2.5622 ◽

2021 ◽

Vol 16 (2) ◽

pp. 451-467

Author(s):

Ömer Yahşi

Keyword(s):

Communication Skills ◽

Self Efficacy ◽

Quantitative Research ◽

Personal Information ◽

Effective Communication ◽

Task Type ◽

Self Awareness ◽

Significant Difference ◽

And Gender ◽

Education Process

The aim of this study is to determine the perceptions of self-efficacy, effective communication skills of administratorsand teachers in Izmir. For learning processes to be effective, it is very important that educators have effective communication skills and develop their self-awareness in this regard. Determining the effective communication self-awareness of educators will contribute to the literature and guide higher policy practices. This study considers the following questions: Is there a significant difference in effective communication self-efficacy subscale scores according to educators’ task type and gender, years of service and branch? This study uses the scanning model, a quantitative research method. The data collection tool consists of two parts: first, personal information about the educators; second, the scale items of the Effective Communication Self-Efficacy Inventory. The Inventory was consists of 41 items. Four main results were obtained from the findings of this study. A significant difference was found in favor of managers in all three subscales of the inventory. This can be explained by the fact that administrators see communication as a more necessary requirement than do teachers, in order to better maintain the education process. Keywords: administrators, communication skills, self-efficacy, administrators-teachers.

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Self-Efficacy and the Ability to Think Creatively by Prospective Mathematics Teachers Based on Learning Barriers

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0033 ◽

2021 ◽

Vol 11 (2) ◽

pp. 94

Author(s):

Supandi Supandi ◽

Hardi Suyitno ◽

Yohanes Leonardus Sukestiyarno ◽

Dwijanto Dwijanto

Keyword(s):

Academic Achievement ◽

Student Learning ◽

Self Efficacy ◽

Structural Equation ◽

Quantitative Research ◽

Creative Thinking ◽

Mathematics Learning ◽

Research Results ◽

Learning Barriers ◽

The Subject

The ability to innovate and be creative in student learning is influenced by many factors, including learning barriers (internal and external to students). This learning barrier implies student self-efficacy in dealing with mathematics learning problems and working on math test questions. This study aims to analyze the relationship between self-efficacy, barriers to student learning and academic achievement from learning outcomes. Specifically, analyzed students' creative thinking abilities for each selected group for learning barriers and self-efficacy. The population in this study was drawn from the mathematics education students as many as 154 students. Analysis of learning barriers and self-efficacy on academic achievement statistically used Structural Equation Modelling (SEM). The discussion of the research results was carried out descriptively and qualitatively from the results of the SEM processing and the results of the students' written tests, to provide comprehensive conclusions from the selected subjects. From the population, four subjects were selected, namely the subject with the very unobstructed category, the subject with the obstructed category, the subject with the quite obstructed category and the subject with the obstructed category. The quantitative research results show that learning barriers have a negative effect on student self-efficacy. Meanwhile, self-efficacy has a significant positive effect on student academic achievement. Meanwhile, qualitatively students with learning disabilities in the very unhindered category can improvise creativity in solving problems better than other categories. Received: 6 January 2021 / Accepted: 11 February 2021/ Published: 5 March 2021

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Eksperimentasi Model Student Facilitator and Explaining dan Probing-Prompting Ditinjau dari Penalaran Matematis

Journal of Instructional Mathematics ◽

10.37640/jim.v1i2.687 ◽

2020 ◽

Vol 1 (2) ◽

pp. 83-90

Author(s):

Annisa Nur Islami ◽

Nurina Kurniasari Rahmawati ◽

Wahyu Yulianto

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

Sampling Technique ◽

Student Learning Outcomes ◽

Learning Models ◽

Model Learning ◽

Reasoning Abilities ◽

Better Than

This research aims are to know: (1) are there differences in learning outcomes between learning models Student Facilitator and Explaining (SFE) and Probing-Prompting (PP)?; (2) whether there are differences in student learning outcomes with high, medium and low reasoning abilities?; and (3) whether there is an interaction effect between learning models and mathematical reasoning on student learning outcomes. This quantitative research is a quasi experiment. The research sample was 80 students in grade 8 at SMP Islam Dewan Da’wah. The sampling technique by cluster random. The research results is: (1) there is no difference in student mathematics learning outcomes between SFE and PP learning models; (2) Student learning outcomes of high mathematical reasoning abilities are better than moderate and low, and student learning outcomes of moderate mathematical reasoning abilities are better than low; (3) not for all student learning outcomes from high, medium and low level of reasoning abilities in SFE learning are better than PP model. In each model, learning outcomes from students’ high level of mathematical reasoning abilities are better than moderate and low, and student learning outcomes from moderate level of mathematical reasoning abilities are better than low.

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