Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study refers to a one-group pretest-posttest design. Data collection techniques in this study used non-test and test techniques. The instruments used are questionnaires to measure students' mathematical dispositions and test questions to measure students' mathematical abilities. Data analysis techniques used are gain test and regression analysis. The results study indicates that the mathematical disposition of students who participate in open-ended learning based on ethnomathematics increased by 47%, which means that they are in the medium category and mathematical dispositions affect students' mathematical abilities through the application of open-ended questions learning based on ethnomathematics by 57.9%. It is concluded that ethnomathematics-based open-ended learning can improve students' mathematical disposition. This research is that teachers can use open-ended learning based on ethnomathematics to improve students' mathematical dispositions.

Prospective Teachers’ Perspective on the Role of Instructor in Fostering Their Mathematical Disposition

Continuous treatment is needed in developing mathematical dispositions. Even at the higher education level, some prospective teachers still need proper treatment in developing their mathematical dispositions. This study tries to reveal instructors' role in fostering their students' mathematical disposition to better didactical situations. This study is qualitative research with a content analysis approach. The results obtained in this study indicate that the instructor's role is still needed in the classroom regardless of the students' mathematical disposition. Instructors ' expected learning role becomes diverse based on the mathematical disposition grouping between good, moderate, and less mathematical dispositions. For prospective teachers who have an excellent mathematical disposition, the instructor's role is to confirm a theorem, confirm answers to questions, and the benefits of contextual topics. For prospective teachers who have a satisfactory mathematical disposition, the instructor's role is to motivate, direct the learning, and keep the classroom conductivity. Whereas for prospective teachers deficient in mathematical disposition, the instructor's role is needed as a direct learning source, structured learning director, and an enjoyable learning rhythm.

Mathematical Disposition of Students’, Teachers, and Parents in Distance Learning: A Survey

This study reveals (1) the mathematical dispositions of students, teachers, and parents in distance learning, and (2) factors forming the mathematical dispositions of students, teachers, and parents in distance learning. The method used in this research is a survey-based qualitative descriptive analysis. The subjects of the study were 20 elementary school students, 20 elementary school teachers, and 20 parents who have elementary school-aged children (6 to 11 years). The research data were collected through questionnaires and interviews. The results showed that the level of students' mathematical dispositions in distance learning was at a moderate level, the parents' mathematical dispositions were at a moderate level but tended to below, while the teachers' mathematical dispositions were at a high level. There are three factors that need to be considered to determine a mathematical disposition, namely the presence or absence of a mathematical disposition, its direction, and its intensity. Meanwhile, an interactive learning atmosphere, fast feedback, the use of technology, and the right content are factors in forming mathematical dispositions. This supports the proposition that the disposition (students, teachers, parents) towards mathematics learning is influenced by rules and practices in schools, teacher-student relationships, and expectations that determine the learning climate.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Berdasarkan Disposisi Matematis

This study aims to describe students' mathematical problem-solving abilities based on mathematical dispositions at Riyadlul Mukhlishien Middle School. This type of research used in this research is descriptive qualitative. The research subjects used were 21 students of class VIII A. The data sources of this research are in the form of questionnaires, test descriptions and interviews. The results of the questionnaire were used to classify the level of students' mathematical dispositions. After that, two students from each category of mathematical disposition were selected to be the subject of tests and interviews. The results of tests and interviews of mathematical problem-solving abilities were analyzed based on the mathematical disposition of the students. The results of this study indicate that the mathematical disposition of SMP Riyadlul Mukhlishien students is divided into three categories, high, medium and low. Students who have mathematical problem-solving abilities in the high mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities well and write them down completely. Students who have mathematical problem-solving abilities in the moderate mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities but do not write them down completely. Students who have mathematical problem-solving abilities in the low mathematical disposition category are less able to meet the indicators of mathematical problem-solving abilities because they do not write them down completely and still experience errors in calculations

The Influence of Autograph Software Aid STAD Learning Model on Mathematic Communication Ability and Mathematic Disposition of Gender

This study aims to determine how the effect of STAD learning model assisted by autograph software on mathematical communication skills and mathematical dispositions in terms of gender. The sample used in this study is Senior High School PAB 4. With the method of data collection literature study. The method used is literature study. The results of this study indicate that the overall STAD learning model assisted by autograph software has an effect on mathematical communication skills and mathematical dispositions, this can be seen from the results of previous studies and strengthened by the theories of experts.

More students doing more maths? Student attitudes to mathematics and perceptions of its teaching in a new post-compulsory course

In England, a relatively new set of post-16 qualifications has been developed under the umbrella term ‘Core Maths’, with a focus on the application of mathematics in context, including the kinds of mathematics needed to support other subjects, to provide a sound basis for the mathematical demands of higher education and employment and to develop problem-solving skills for use in life. The UK government has an ambition that all post-16 students should be studying some mathematics, and Core Maths was designed in part with this aspiration in mind. In this paper, longitudinal questionnaire data from over 100 Core Maths students in 13 case study institutions are analysed to measure students’ views of teaching as transmissionist, their mathematical dispositions and self-identification and how these change over a year of studying Core Maths. We find some evidence that pedagogy in lessons is perceived as being less transmissionist than it was in school mathematics pre-16. There is also some evidence of a negative change in students’ mathematical dispositions over a year of Core Maths. We conclude that supporting teachers in embedding new pedagogical approaches remains a challenge and that this issue could inhibit the growth of new qualifications like Core Maths.

DISPOSISI MATEMATIS SISWA SMK BERDASARKAN LANGKAH-LANGKAH PENYELESAIAN MASALAH POLYA

This study aims to analyze the mathematical disposition of vocational students. The research model used is descriptive qualitative. Mathematical disposition is the ability of students to solve problems in mathematics. Mathematical disposition is important for students in everyday life. But there are still many difficulties encountered by students in solving problems. This was evidenced when the researcher carried out a preliminary study at the Kediri Vocational High School PGRI, which found that some students were less able to solve mathematical problems with confidence, as well as other indicators that showed weak mathematical dispositions. This is reinforced by the teacher's statement that in addition to the weak concept being mastered, students lack confidence in solving math problems given by the teacher. Based on these problems, researchers are interested in knowing more about the disposition of mathematics students given mathematical problems whose results are resolved based on the steps to solve problems according to Polya's theory. This study aims to describe students' mathematical dispositions based on problem solving steps. The instruments used are student worksheets and interview sheets. The subjects of this study were students of class XI of Hidayatus Sholihin Vocational School, who were capable of the Department of Computer and Network Engineering. The results of the trial show that students with moderate mathematical abilities have different mathematical dispositions, namely moderate and low. Students who are capable of going through 3 steps to solve the problem, while the low ability can only do 1 step. Penelitian ini bertujuan untuk menganalisis disposisi matematis siswa SMK. Model penelitian yang digunakan adalah deskriptif kualitatif. Disposisi matematis adalah kemampuan siswa dalam menyelesaikan permasalahan dalam matematika. Disposisi matematis penting bagi siswa dalam kehidupan sehari-hari. Namun masih banyak dijumpai kesulitan siswa dalam menyelesaikan masalah. Hal ini dibuktikan ketika peneliti melaksanakan studi pendahuluan di SMK PGRI Kediri yaitu didapati beberapa siswa kurang mampu menyelesaikan masalah matematika dengan percaya diri, serta indikator lain yang menunjukkan disposisi matematisnya lemah. Hal ini diperkuat dengan penyataan guru bahwa selain lemahnya konsep yang dikuasai, siswa kurang percaya diri dalam menyelesaikan masalah matematika yang diberikan oleh guru. Berdasarkan masalah tersebut, peneliti tertarik untuk mengetahui lebih lanjut disposisi matematika siswa dengan diberikan masalah matematika yang hasilnya penyelesaian masalahnya dikaji berdasarkan langkah-langkah penyelesaian masalah menurut teori Polya. Penelitian ini bertujuan untuk mendeskripsikan disposisi matematis siswa berdasarkan langkah penyelesaian masalah. Instrumen yang dipergunakan adalah lembar kerja siswa dan lembar wawancara. Subjek penelitian ini adalah siswa kelas XI SMK Hidayatus Sholihin Jurusan Teknik Komputer dan Jaringan yang berkemampuan sedang. Hasil Uji coba menunjukkan siswa berkemampuan matematis sedang memiliki disposisi matematis yang berbeda, yakni sedang dan rendah. Siswa berkemampuan sedang melewati 3 langkah penyelesaian masalah, sedangkan kemampuan rendah mampu hanya melakukan 1 langkah.

Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Pemahaman Konsep dan Disposisi Matematis Siswa

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa di Indonesia. Hal ini disebabkan oleh beberapa faktor, diantaranya adalah rendahnya kemampuan pemahaman konsep matematis dan didukung oleh rendahnya disposisi matematis siswa yaitu apresiasi terhadap pembelajaran matematika. Salah satu upaya untuk meningkatkan kemampuan pemahaman konsep matematis dan disposisi matematis siswa adalah dengan menggunakan model pembelajaran Search, Solve, Create and Share (SSCS) yang menjadikan siswa mandiri, aktif dan fokus dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemahaman konsep matematis dan disposisi matematis siswa dengan menggunakan model SSCS dalam pembelajaran matematika. Penelitian ini menggunakan metode quasi eksperimen dengan desain non-equivalent control group design. Subyek penelitian ini adalah kelas VIII C (eksperimen) dan VIII D (kontrol) semester 2 SMPN 2 Kota Serang. Instrumen yang digunakan dalam penelitian ini adalah soal tes kemampuan pemahaman konsep matematis dan skala disposisi matematis. Data hasil penelitian ini dianalisis menggunakan uji normalitas, uji homogenitas, uji perbedaan rata-rata. Kesimpulan dari penelitian ini adalah kemampuan pemahaman konsep matematis siswa yang menggunakan model pembelajaran SSCS lebih baik dari siswa yang menggunakan model pembelajaran konvensional. Disposisi matematis yang menggunakan model pembelajaran SSCS memiliki peningkatan yang lebih rendah atau sama dengan siswa yang menggunakan model pembelajaran konvensional. Dengan demikian model pembelajaran SSCS bisa diterapkan untuk meningkatkan kemampuan pemahaman konsep matematis namun kurang efektif dalam peningkatan disposisi matematis siswa SMP. Kata kunci: Kemampuan Pemahaman Konsep Matematis, Disposisi Matematis, Model Pembelajaran Search, Solve, Create and Share (SSCS) ABSTRACT This research is motivated by the low mathematics learning result of students in Indonesia. This is caused by several factors, such as the low ability of understanding mathematical concepts and supported by the low mathematical disposition of students is the appreciation of mathematics learning. One of the efforts to improve the students' understanding of mathematical concepts and mathematical dispositions is by using Search, Solve, Create and Share (SSCS) learning model which makes students self-reliant, active and focused in learning mathematics. This study aims to determine the improvement of the ability to comprehend mathematical concepts and mathematical disposition of students by using SSCS model in mathematics learning. This research uses quasi experimental method with non-equivalent control group design. The subjects of this research are class VIII C (experiment) and VIII D (control) semester 2 SMPN 2 Serang City. The instrument used in this research is the ability to comprehend mathematical concepts and mathematical disposition scale. Data of this study were analyzed using normality test, homogeneity test, two-party test, and one-party test. The conclusion of this research is the ability of understanding mathematical concepts of students using SSCS learning model better than students using conventional learning model. While mathematical dispositions using SSCS learning models have a lower or equal increase with students using conventional learning models. Thus the SSCS learning model can be applied to improve the comprehension of mathematical concepts but less effective in improving mathematical disposition of Junior High School students. Keywords: Ability to Understand Mathematical Concept, Mathematical Disposition, Search, Solve, Create and Share Learning Model (SSCS)