Students’ mathematical reasoning ability in solving PISA-like mathematics problem COVID-19 context

This study aims to use the Pendidikan Matematika Realistik Indonesia (PMRI) approach to measure the mathematical reasoning ability of grade VII students in answering PISA-like mathematics problems on number content in the context of COVID-19. This study employs descriptive research with 34 participants from a junior high school in Palembang, Indonesia. Tests, interviews, and observations were utilized to collect data. The method of analysis adopted is descriptive. Google Meet is used to facilitate learning. Learning the PMRI technique was accomplished in this study by assigning sharing and jumping tasks. That is, assignments for students to discuss with each other have different levels of difficulty, followed by two exam questions. In the context of COVID-19, the test questions are PISA-like maths problems. The results show that students’ average mathematical reasoning skill is 63,037, with mathematical manipulation a common indicator. Most students have exhibited indications for presenting conjectures. However, only a few students have put down indicators for drawing logical conclusions, so drawing logical conclusions is an indicator that students rarely see. Overall, grade VII students' mathematical reasoning skills in answering PISA-like mathematics questions on number material in the context of COVID-19 utilizing the PMRI approach is good since students are used to modeling contextual problems such that mathematical manipulation indicators occur.

An investigation of the increase of information and the development of reasoning in geographical perspective

Of the many subjects with which the curricula of our secondary schools are lo ded, none can be so readily tinted with romantic colours, or so easily illustrated by adventurous tales, and withal be so successfully employed in developing general reasoning ability, as can geography. If Popooatapetl and his brother mountains, and some other of those alluring names from atlases, would only lead the minds of some of our scholars to take the Golden Road to Samarkand', teachers of geography might be forgiven, if' they were seen to smile, when a pupil was heard to murmur the 'unpardonable sin', "I dimly heard the masterts voice." The bored expression, familiar accompaniment to "towns and products geography", should find no place in the class room today. Before a map of the world what imaginings should stir the mind. The islands of the Pacific, palm dotted, coral ringed; the impenetrable jungles of Africa and South America, threaded by mighty rivers; the curious rites and fantastic festivals of the Far East; the lure of Everest, and the call of the great White spaces to scientist and explorer; the ploughing steamer carrying homeward the wanderer, the flashlight signal from the masthead, "All ready to land you!" as the leviathan airship of the future finishes its journey.

An investigation of the increase of information and the development of reasoning in geographical perspective

Of the many subjects with which the curricula of our secondary schools are lo ded, none can be so readily tinted with romantic colours, or so easily illustrated by adventurous tales, and withal be so successfully employed in developing general reasoning ability, as can geography. If Popooatapetl and his brother mountains, and some other of those alluring names from atlases, would only lead the minds of some of our scholars to take the Golden Road to Samarkand', teachers of geography might be forgiven, if' they were seen to smile, when a pupil was heard to murmur the 'unpardonable sin', "I dimly heard the masterts voice." The bored expression, familiar accompaniment to "towns and products geography", should find no place in the class room today. Before a map of the world what imaginings should stir the mind. The islands of the Pacific, palm dotted, coral ringed; the impenetrable jungles of Africa and South America, threaded by mighty rivers; the curious rites and fantastic festivals of the Far East; the lure of Everest, and the call of the great White spaces to scientist and explorer; the ploughing steamer carrying homeward the wanderer, the flashlight signal from the masthead, "All ready to land you!" as the leviathan airship of the future finishes its journey.

COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS’ SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students’ scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students’ confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups’ counterparts. Finally, the factors related to Indonesian students’ responses to the scientific formal reasoning were discussed. Keywords: confidence level, distractor analysis, gender differences, scientific (formal) reasoning test, scientific reasoning ability, Indonesian student

Analysis of Students' Mathematical Reasoning Ability with the Constructivism Approach through Mobile Learning System

Aims: To analyze the mathematical reasoning ability of mathematics education students. Study Design: Qualitative research with a descriptive approach. Place and Duration of Study: The population of all 3rd-semester mathematics education students at Bung Hatta University who take geometry courses is 25 students. Methodology: This research is qualitative research with a descriptive approach. Researchers directly measure the mathematical reasoning ability of students in the mathematics education study program. Judging from the research subjects, the population of all 3rd-semester mathematics education students at Bung Hatta University who took geometry courses was 25 students. Results: From the analysis results, it was found that the achievement of mathematical reasoning abilities for indicators of students' ability to present mathematical statements orally, in writing, pictures, and diagrams indicated by question number 1 was 74% (Good Category). The indicators of mathematical manipulation ability shown in questions number 2 and 5 are 41% (Category Enough), and 42% (Category Enough). And the indicators of students' ability to conclude, compile evidence, provide comments, or evidence from several solutions shown by questions number 3 and 4 are 67% (Good Category) and 58% (Enough Category). Conclusion: The conclusion of this study is to be able to determine the category of mathematical reasoning of the 3rd-semester students of the Bung Hatta University Mathematics Education Study Program.

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

The Influence of Problem-Solving Learning Model and Student Learning Motivation on Mathematical Reasoning Ability

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

Association of Mental Fatigue due to Long-term Restrictive Measures with Reasoning: A COVID-19 Study

Coronavirus Disease 2019 broke out in China at the end of 2019 and spread rapidly around the world. In response, many countries have adopted social distancing and lockdown measures. But restrictive measures resulted in many unwanted psychological consequences, including mental fatigue. Mental fatigue in turn is very likely to cause psychopathological disorders and cognitive malfunctions. A cognitive ability that is likely to be affected by mental fatigue is reasoning, while high reasoning ability is a prerequisite for compliance with restrictive measures. The present study aims to explore the association between mental fatigue and reasoning under the impact of long-term restrictive measures. The findings indicated that mental fatigue correlates negatively with cognitive reflection, while it has no significant association with general reasoning. The results also showed that mental fatigue correlates positively with the misperception of the preventive measures and negatively with the incomprehension of the restrictive measures. The implications of the results have been discussed.