First-year engineering students' computational reasoning abilities

Computational thinking is an essential skill set for today's students, given the digital age in which we live and work (CT). Without a precise definition, it is generally understood to be a collection of abilities and attitudes required to deal with difficulties in any aspect of life, whether or not a computer is involved. Measurement and evaluation of students' progress in CT abilities are critical, and this can only be done using instruments that have been tested and shown to work before. New students at the Basque Country's University of the Basque Country's Engineering Degrees are tested for critical thinking, algorithmic thinking, problem solving, cooperation and creativity using a previously proven tool.

“I did my own research”: Overconfidence, (dis)trust in science and conspiracy theories endorsement

<p>Epistemically suspect beliefs, such as endorsement of conspiracy theories or pseudoscientific claims are widespread even among highly educated individuals. The phenomenon of conspiratorial thinking is not new, yet the COVID-19 pandemic, causing a global health crisis of an unprecedented scale, facilitated the emergence and rapid spread of some rather radical health related pseudoscientific fallacies. Numerous correlates of the tendency to endorse conspiracy theories have already been addressed. However, many of them are not subject to an intervention. Here, we have tested a model that includes predictors ranging across stable characteristics such as demographics (gender, age, education, size of the place of residence), less stable general traits such as conservatism and overconfidence in one’s own reasoning abilities, to relatively changeable worldviews such as trust in science. A hierarchical regression analysis (<i>N</i>=859 participants) showed that included predictors explained a total of 46% of the variance of believing in COVID-19 conspiracy theories, with only gender, overconfidence and trust in science yielding significance. Trust in science was the strongest predictor, implying that campaigns aimed at enhancing public trust in both science as a process, and scientists as individuals conducting it, might contribute to the reduction in susceptibility to pseudoscientific claims. Furthermore, overconfidence in one’s own reasoning abilities was negatively correlated with an objective measure of reasoning (syllogisms test), and positively with the endorsement of conspiracy theories, indicating that so-called Dunning-Kruger effect plays a role in pseudoscientific conspiratorial thinking regarding COVID-19.</p>

“I did my own research”: Overconfidence, (dis)trust in science and conspiracy theories endorsement

<p>Epistemically suspect beliefs, such as endorsement of conspiracy theories or pseudoscientific claims are widespread even among highly educated individuals. The phenomenon of conspiratorial thinking is not new, yet the COVID-19 pandemic, causing a global health crisis of an unprecedented scale, facilitated the emergence and rapid spread of some rather radical health related pseudoscientific fallacies. Numerous correlates of the tendency to endorse conspiracy theories have already been addressed. However, many of them are not subject to an intervention. Here, we have tested a model that includes predictors ranging across stable characteristics such as demographics (gender, age, education, size of the place of residence), less stable general traits such as conservatism and overconfidence in one’s own reasoning abilities, to relatively changeable worldviews such as trust in science. A hierarchical regression analysis (<i>N</i>=859 participants) showed that included predictors explained a total of 46% of the variance of believing in COVID-19 conspiracy theories, with only gender, overconfidence and trust in science yielding significance. Trust in science was the strongest predictor, implying that campaigns aimed at enhancing public trust in both science as a process, and scientists as individuals conducting it, might contribute to the reduction in susceptibility to pseudoscientific claims. Furthermore, overconfidence in one’s own reasoning abilities was negatively correlated with an objective measure of reasoning (syllogisms test), and positively with the endorsement of conspiracy theories, indicating that so-called Dunning-Kruger effect plays a role in pseudoscientific conspiratorial thinking regarding COVID-19.</p>

Development and use of Test Instruments to measure Algebraic Reasoning Based on Cognitive Systems in Marzano’s Taxonomy

<p style="text-align: justify;">Algebraic reasoning involves representation, generalization, formalization of patterns and order in all aspects of mathematics. Hence, the focus of algebraic reasoning is on patterns, functions, and the ability to analyze situations with the help of symbols. The purpose of this study was to develop a test instrument to measure students' algebraic reasoning abilities based on cognitive systems in Marzano's taxonomy. The cognitive system in Marzano's taxonomy consists of four levels, including retrieval, comprehension, analysis, and knowledge utilization. According to the stage of cognitive development, students are at the level of knowledge utilization. At this level, students can make decisions, solve problems, generates and test hypotheses, as well as carry out investigations that are in line with indicators of algebraic reasoning abilities. The stages in developing the test instrument were based on three phases: preliminary investigation phase, prototyping phase, and assessment phase. The study obtains a set of valid and reliable algebraic reasoning test instruments for students based on the cognitive system in Marzano's taxonomy. Through the development of an algebraic reasoning test instrument based on Marzano's taxonomy, students can build' thinking habits so that active learning exercises occurs.</p>

MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA MELALUI PEMBELAJARAN BERBASIS MASALAH MATERI PELUANG KELAS XI TKRO-A SMKN 4 JAKARTA

This study aims to improve students' mathematical reasoning skills through the application of problem-based learning in class XI TKRO-A SMK Negeri 4 Jakarta which involves 6 students. This research is classroom action research which is carried out in three cycles and each cycle consists of four stages, namely planning, implementation, observation, and reflection. Students are given a test at the end of each cycle to measure their mathematical reasoning ability. The results showed that learning mathematics through the application of problem-based learning can improve mathematical reasoning abilities from pre-study of 39.34 in the first cycle of 67.65 in the second cycle of 72.24 to 74.08 in the third cycle. The conclusion of this study is that the application of problem-based learning can improve students' mathematical reasoning abilities. Improved mathematical reasoning abilities include aspects: the ability to predict answers and solution processes, use patterns and relationships to analyze mathematical situations, draw logical conclusions from statements, and provide explanations using models, facts and relationships in solving problems. The number of students whose mathematical reasoning scores reached or exceeded 75 also increased. In the preliminary study, there were no students whose mathematical reasoning test scores reached or exceeded 75, while in the first cycle as many as 41.18% students, in the second cycle increased to 61.77% students, and in the third cycle increased to 82.35% students. ABSTRAKPenelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa melalui penerapan pembelajaran berbasis masalah di kelas XI TKRO-A SMK Negeri 4 Jakarta yang melibatkan 6 siswa. Penelitian ini adalah penelitian tindakan kelas (classroom action research) yang dilaksanakan dalam tiga siklus dan tiap siklus terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Siswa diberikan tes pada setiap akhir siklus untuk mengukur kemampuan penalaran matematis. Hasil penelitian menunjukkan bahwa pembelajaran matematika melalui penerapan pembelajaran berbasis masalah dapat meningkatkan kemampuan penalaran matematis dari pra penelitian sebesar 39,34 siklus I sebesar 67,65 siklus II sebesar 72,24 menjadi 74,08 pada siklus III. Kesimpulan penelitian ini adalah bahwa penerapan pembelajaran berbasis masalah dapat meningkatan kemampuan penalaran matematis siswa. Peningkatan kemampuan penalaran matematis meliputi aspek: kemampuan memperkirakan jawaban dan proses solusi, menggunakan pola dan hubungan untuk menganalisis situasi matematika, menarik kesimpulan logis dari pernyataan, dan memberikan penjelasan dengan menggunakan model, fakta dan hubungan dalam menyelesaikan soal. Jumlah siswa yang nilai penalaran matematisnya mencapai atau melebihi 75 juga mengalami peningkatan. Pada penelitian pendahuluan belum terdapat siswa yang nilai tes penalaran matematisnya mencapai atau melebihi 75, sedangkan pada siklus I sebanyak 41,18% siswa, pada siklus II meningkat menjadi 61,77% siswa, dan pada siklus III meningkat menjadi 82,35% siswa.

ANALISIS KEMAMPUAN PENALARAN MATEMATIS PADA MATA KULIAH ALJABAR LINEAR ELEMENTER MAHASISWA PENDIDIKAN MATEMATIKA FAKULTAS TARBIYAH DAN KEGURUAN UIN ALAUDDIN MAKASSAR

AbstrakPenelitian ini bertujuan untuk mengetahui kemampuan penalaran matematis dan mengetahui faktor-faktor yang memengaruhi kemampuan penalaran matematis dalam mata kuliah Aljabar Linear Elementer mahasiswa. Penelitian ini menggunakan pendekatan deskriptif kualitatif menggunakan pupulasi semua mahasiswa angkatan 2017 dengan sampel 72 orang. Teknik pengumpulan data secara tes tertulis, wawancara dan dokumentasi, dengan teknik analisis statistic deskriptif. Hasil yang diperoleh adalah kemampuan penalaran matematis mahasiswa semester II Jurusan Pendidikan Matematika berada pada kategori sedang. Berdasarkan indikator kemampuan penalaran matematis mahasiswa jika dirata-ratakan persentasenya adalah 51,52%. Meskipun terbilang sedang, masih banyak kemampuan-kemampuan yang ditemukan masih tergolong rendah. Indikator yang paling tinggi berada pada kemampuan menarik kesimpulan logis yaitu sebesar 76,53%. Faktor-faktor yang memengaruhi kemampuan penalaran matematis pada mata kuliah Aljabar Linear Elementer mahasiswa semester II Jurusan Pendidikan Matematika adalah faktor internal yaitu minat dan konsentrasi, dimana dalam meningkatkan pemahaman logika mahasiswa, hal ini tentunya berkaitan dengan meningkatkan daya nalar. Hal yang serupa terdapat pada disiplin ilmu matematika yang mampu membuat nalar mahasiswa semakin kritis. Selanjutnya faktor eksternal yaitu perangkat pembelajaran, peran dosen dan lingkungan belajar. AbstractThis study aims to determine the ability of mathematical reasoning and to determine the factors that influence the ability of mathematical reasoning in the Elementary Linear Algebra course of students. This study uses a qualitative descriptive approach using a population of all 2017 students with a sample of 72 people. Data collection techniques are written tests, interviews and documentation, with descriptive statistical analysis techniques. The results obtained are the mathematical reasoning abilities of second semester students of the Mathematics Education Department are in the medium category. Based on the indicators of students' mathematical reasoning abilities, if the average percentage is 51.52%. Even though it is fairly moderate, there are still many abilities that are found that are still relatively low. The highest indicator is in the ability to draw logical conclusions, which is 76.53%. The factors that influence the mathematical reasoning ability in the Elementary Linear Algebra course for second semester students of the Mathematics Education Department are internal factors, namely interest and concentration, where in improving students' understanding of logic, this is of course related to increasing reasoning power. The same thing is found in the discipline of mathematics which is able to make students' reasoning more critical. Furthermore, external factors are learning devices, the role of lecturers and the learning environment.

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.

Mathematical Reasoning of Vocational High School Students on Mathematical Tasks in the Law of Demand Context

This study aims to describe the mathematical reasoning abilities of vocational high school students in the business and management expertise in solving mathematical tasks in the law of demand context. This research uses the descriptive qualitative method. The participants consisted of six students categorized into three groups: high, medium, and low mathematical abilities. Participants from one of the vocational schools in Ciamis, Indonesia. Mathematical tasks to explore students' mathematical reasoning abilities in the law of demand context. The law of demand is a concept in business economics subjects. The task situation expanded as an alternative to solving more mathematical tasks—data from the results of student answers and interviews. Data analysis refers to the characteristics of mathematical reasoning, which consists of imitative and creative reasoning. The stages of data analysis are reduction, presentation, interpretation, inference, and verification. The results of data analysis show that all students tend to do imitative reasoning on each given task. Students tend to remember the law of demand formulas and perform mathematical procedures that they remember. Students often perform mathematical procedures that are not by the nature of mathematics so that the resulting solution is wrong. The law of demand questions designed to explore creative reasoning abilities has not been able to bring students to the flow of creative mathematical reasoning.

The Co-Constructed Logic Framework for Understanding Children’s Acts and Their Intentions

With the characteristics of the nonmonotonic logic and defeasible inference, abductive reasoning has been formalized in the field of artificial intelligence, dealing with the local pragmatics (e.g., the resolution of coreference, resolving syntactic and lexical ambiguity and interpreting metonymy and metaphor), recognizing discourse structure and even the speaker’s plan and other issues for natural language understanding. However, Hobbs’ analysis of abduction in recognizing the speaker’s plan was conducted only from the point of view of the verbal information processing that the listener does. To demonstrate the collaborative way that conversational partners working together to understand the logic of human acts and their intentions, this article analyzes the two conversations about the parents questioning their children’s intention for their acts with an abductive reasoning method. The results show that children and parents co-construct segments of discourse with coherence relations across several conversational turns, by that way they build together a simplified framework for understanding the logic of human acts and their intention. For example, when the father and his children co-constructed coherent segments of discourse with the result relation between them, they completed the particular intention understanding at the same time. This research helps in enriching the logic structure of artificial intelligence applications such as visual question answering models and enhancing their reasoning abilities.