Analisis Kemampuan Pemahaman Konsep Matematis Siswa pada Pembelajaran Matematika Kelas XI IIS SMA PGRI 3 Padang

This research is motivated by the low ability of students to understand mathematical concepts in learning mathematics.The purpose of this study was to determine how thw mathematical ability of class XI IIS students at SMA PGRI 3 Padang. The subjects of this study were students of class XI IIS SMA PGRI 3 Padang, totalling 19 students. The research method used is descriptive method using a qualitative approach. The instrument used in this study was a test of the ability to understand concepts in the form of 4 questions in the form of descriptions and interview. The test results were analysed based on indicators of concept understanding. The results of this study indicate hat the results of data analysis on the ability to understand mathematical concepts of the 19 students tested obtained the total qualification score of 50% in the medium category. The qualifications for the total score of students mathematical concept understanding abilities based on the analysis of eachindicator on concept undestandig are as follow: on the indicator of restating a concept, 54% is in the medium category, classifying objects according to certain properties (according to the concept) is 82% are in the high category, providing examples and non-examples of the concept are 30 in the less category, presenting the concept in the form of a mathematical representation is 35% in the less category, developing necessary or sufficient requirements of a conceptis 73% in the medium category, and applying the concept or problem-solving algorithm is 24% in the lo category.

How do Socioeconomic Attainment Gaps in Early Mathematical Ability Arise?

The socioeconomic attainment gap in mathematical ability is evident before children begin school and widens over time. Little is known about why this early attainment gap emerges. Two studies were conducted in 3- and 4-year-olds, to explore four possible factors that may explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female from a range of ethnic backgrounds but predominantly White British [76%]). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and early mathematical ability, but neither working memory nor home mathematical activities did. These studies provide important insights about how the early attainment gap in mathematical ability may arise.

THE VALIDITY AND RELIABILITY OF INSTRUMENTS FOR MEASURING ELEMENTARY SCHOOL STUDENTS' EARLY MATHEMATICAL ABILITY

Teachers need to understand students' early mathematical abilities before continuing learning on the next topic to retain the knowledge. This study aims to produce appropriate and reliable instruments for quality research related to early mathematical abilities. This research implemented R&D. The subjects were 113 sixth-grade students of the elementary school in Karawang. The instrument used was a test to measure early mathematical ability. Validity and reliability tests indicated that the five initial mathematical ability test items were considered valid, with r count > r table and p-value <0.05. The Cronbach's Alpha value was 0.875 (above 0.8 or high reliability). Thus, the five items of the early mathematical ability instrument on the volume of cubes and rectangular prisms can be used for further research to measure the same variables accurately. The results are not significantly different for the same subject even though the time and place are different.

Use of Arduino Microcontroller and Proteus Software in Physics Lesson in Review of Mathematics Ability and Critical Thinking Skills

This study aims to determine the effect and interaction of the use of learning media, mathematical abilities, and critical thinking skills on student achievement. The design of this research is experimental. Data were analyzed using a three-way ANOVA analysis of variance. The results showed: 1) there was an effect of cognitive and affective learning achievement of students who were given learning using Arduino microcontroller and Proteus software, but there was no effect on psychomotor learning achievement; 2) there is an effect of cognitive learning achievement of students who have high and low mathematical abilities, but there is no effect on affective and psychomotor learning achievement; 3) there is no effect on cognitive and affective learning achievement of students who have high and low critical thinking skills, but there is an effect on psychomotor learning achievement; 4) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with mathematical ability on students' cognitive, affective and psychomotor learning achievement; 5) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with critical thinking skills on student cognitive and psychomotor learning achievement, but there is an interaction on student affective learning achievement; 6) there is no interaction between mathematical ability and critical thinking skills on student achievement; 7) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software, mathematical ability, thinking skills on student achievement.

Relationships among higher secondary students' beliefs about mathematical ability, goals, learning strategies, and mathematics achievement, in the Maldives: A three-path mediational analysis

<p>Structural equation modelling techniques were used to test a three-path mediational model of mathematics achievement on the relationships among higher secondary students' beliefs about mathematical ability, achievement goals, learning strategies, and mathematics achievement. Participants were higher secondary students (n = 341) who were studying advanced level mathematics at the Centre for Higher Secondary Education, one of the largest school that provides higher secondary education in the Maldives. Questionnaires were used to collect self-report data. Students' final year mathematics results (i.e., standardised test results) were used as the achievement data. Incremental beliefs had a positive relation with mathematics achievement, mediated by mastery goals and deep-learning strategies. Incremental beliefs had a negative relation with mathematics achievement, mediated by performance-approach goals and surface-learning strategies. Entity beliefs had a negative relation with mathematics achievement, mediated through performance-avoidance goals and surface-learning strategies. Incremental beliefs also had an overall indirect positive relation, and entity beliefs had an overall indirect negative relation with the achievement. The results of the mediational model showed the best possible pathways that students could follow in the academic setting as far as performance and building capacity in mathematics were concerned. The results might be useful to teachers and educators with respect to making decisions aimed at creating a better learning environment for students and to improve the quality of mathematics education provided to higher secondary students in the Maldives.</p>

Relationships among higher secondary students' beliefs about mathematical ability, goals, learning strategies, and mathematics achievement, in the Maldives: A three-path mediational analysis

<p>Structural equation modelling techniques were used to test a three-path mediational model of mathematics achievement on the relationships among higher secondary students' beliefs about mathematical ability, achievement goals, learning strategies, and mathematics achievement. Participants were higher secondary students (n = 341) who were studying advanced level mathematics at the Centre for Higher Secondary Education, one of the largest school that provides higher secondary education in the Maldives. Questionnaires were used to collect self-report data. Students' final year mathematics results (i.e., standardised test results) were used as the achievement data. Incremental beliefs had a positive relation with mathematics achievement, mediated by mastery goals and deep-learning strategies. Incremental beliefs had a negative relation with mathematics achievement, mediated by performance-approach goals and surface-learning strategies. Entity beliefs had a negative relation with mathematics achievement, mediated through performance-avoidance goals and surface-learning strategies. Incremental beliefs also had an overall indirect positive relation, and entity beliefs had an overall indirect negative relation with the achievement. The results of the mediational model showed the best possible pathways that students could follow in the academic setting as far as performance and building capacity in mathematics were concerned. The results might be useful to teachers and educators with respect to making decisions aimed at creating a better learning environment for students and to improve the quality of mathematics education provided to higher secondary students in the Maldives.</p>

PROFIL PEMAHAMAN MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH BERDASARKAN KEMAMPUAN MATEMATIKA DI SMK MUHAMMADIYAH 1 BARON

Mathematics has a special characteristic that is an abstract object of study. Because of this specificity, learning mathematics requires mathematical understanding. Mathematical understanding in solving mathematical problems is different between each student. This difference is because each student has different mathematical abilities. The purpose of this study was to describe (1) the profile of mathematical understanding of students with high mathematics ability in solving problems (2) the profile of mathematical understanding of students with moderate mathematics ability in solving problems (3) the profile of mathematical understanding of students with low mathematics ability in solving problems. This research is a qualitative descriptive study with 3 students as the subject of class XI SMK Muhammadiyah 1 Baron. The selection of research subjects was based on students' mathematical abilities, namely high, medium and low mathematical abilities. Data collection techniques in this study using problem solving test techniques and interviews. The validity of the data used in this study used time triangulation. Based on the results of data analysis, the results showed that (1) The profile of mathematical understanding with high mathematical ability in solving quadratic function problems is the subject of reading the problem until it understands, writing correctly what is known and asked, conducting problem exploration appropriately, choosing the right problem solving strategy, looking for answers by doing algebraic calculations correctly and checking the answers back from the solutions obtained. (2) The profile of mathematical understanding with moderate mathematical ability in solving quadratic function problems is that the subject reads the problem until he understands, correctly states what is known and asked, skips problem exploration, looks for answers by doing algebraic calculations even though inaccurate answers are obtained and does not check answer back. (3) The profile of mathematical understanding with low mathematical ability in solving quadratic function problems is that the subject reads the problem until he understands, correctly states what is known and asked, skips problem exploration, looks for answers by doing algebraic calculations but gets inaccurate answers and does not check answer back. ABSTRAKMatematika memiliki karakteristik khusus yaitu objek kajian yang abstrak. Karena kekhususannya ini maka dalam mempelajari matematika diperlukan pemahaman matematis. Pemahaman matematis dalam menyelesaikan masalah matematika berbeda antar setiap siswa. Perbedaan ini dikarenakan setiap siswa memiliki kemampuan matematika yang berbeda. Tujuan penelitian ini adalah untuk mendeskripsikan (1) profil pemahaman matematis siswa berkemampuan matematika tinggi dalam menyelesaikan masalah (2) profil pemahaman matematis siswa berkemampuan matematika sedang dalam menyelesaikan masalah (3) profil pemahaman matematis siswa berkemampuan matematika rendah dalam menyelesaikan masalah. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian kelas XI SMK Muhammadiyah 1 Baron berjumlah 3 siswa. Pemilihan subjek penelitian berdasarkan pada kemampuan matematika siswa yaitu kemampuan matematika tinggi, sedang dan rendah. Teknik pengumpulan data dalam penelitian ini menggunkan teknik tes pemecahan masalah dan wawancara. Keabsahan data yang digunakan dalam penelitian ini menggunakan triangulasi waktu. Berdasarkan hasil analisis data diperoleh hasil bahwa (1) Profil pemahaman matematis berkemampuan matematika tinggi dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menuliskan dengan benar apa yang diketahui dan ditanyakan, melakukan eksplorasi masalah dengan tepat, memilih strategi penyelesaian masalah dengan tepat, menacari jawaban dengan melalukan perhitungan aljabar dengan tepat serta melakukan pemeriksaan jawaban kembali dari solusi yang diperoleh. (2) Profil pemahaman matematis berkemampuan matematika sedang dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menyebutkan dengan benar apa yang diketahui dan ditanyakan, melewatkan eksplorasi masalah, menacari jawaban dengan melalukan perhitungan aljabar walaupun diperoleh jawaban yang kurang tepat serta tidak melakukan pemeriksaan jawaban kembali. (3) Profil pemahaman matematis berkemampuan matematika rendah dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menyebutkan dengan benar apa yang diketahui dan ditanyakan, melewatkan eksplorasi masalah, menacari jawaban dengan melalukan perhitungan aljabar namun diperoleh jawaban yang kurang tepat serta tidak melakukan pengecekan jawaban kembali.

A Comparative Analysis on Algebraic Questions in Chinese and Indonesian textbook

Textbook has a significant impact on students’ mathematical ability. This research aims to analyse algebraic questions in Chinese and Indonesian junior high school textbooks. This research was done at Guangxi Normal University, China from November to December 2020. The textbook analysis was done using a quantitative method on three aspects, which were presentation, context, and type of answer. Other aspects considered were proportional of algebra chapter in the textbook and how questions were presented. Chinese textbooks gave more contextual questions but there were a lot more of open-ended questions in the Indonesian textbook. From this research, we can conclude that both Indonesian and Chinese textbooks have their own advantages that can be adopted in both countries. Future research can talk about how class activity and teacher teaching method can affect students’ mathematical ability on algebra.

A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.