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Results of the Mathematical Connection Ability Test
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This study aims to analyze the difficulty of VIIIth grade junior high school students in circle material reviewed from mathematical connection ability. The method used in this research is descriptive qualitative with a case study approach. The subjects in this study were 23 eight grade in one of the junior high schools in Temanggung. Data collectio...
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Context 1
... average test results in this study were 53.8. The results of tests on students mathematical connection skills can be seen in Table 2 below Table 2, it can be seen that student's mathematical connection ability in the indicator of applying the relationship between concepts or topics in mathematics is classified as low with a score of 150 or 43.47% of the total score of 345. If the percentage was converted into a score produces an average score of 43.47 so that it falls into the low category. ...Context 2
... average test results in this study were 53.8. The results of tests on students mathematical connection skills can be seen in Table 2 below Table 2, it can be seen that student's mathematical connection ability in the indicator of applying the relationship between concepts or topics in mathematics is classified as low with a score of 150 or 43.47% of the total score of 345. If the percentage was converted into a score produces an average score of 43.47 so that it falls into the low category. ...Similar publications
Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is...
This research is based on the results of preliminary field studies on students' mathematical communication abilities on fractions concept that have not been considered to be developed. The ability of communication is an ability to convey various mathematical concepts of ideas, symbols, formulas both orally and in writing in order to be understood b...
Citations
... The importance of connections in mathematics learning has not been balanced by the mathematical connection abilities possessed by the student. Basically, the student's mathematical connection ability is still low, this can be seen from the OECD report regarding the results of the PISA relating to student's ability to solve questions that require a mathematical connection process, only 5.4% or about 95% of students participating in the activity have not been able to associate problems with concepts/principles, associate with other fields of study, or with daily life (Wijayanti & Abadi, 2019;Apryani & Hadiwinarto, 2021;Dudung & Oktaviani, 2020). The low ability of mathematical connections is caused by the learning process in the classroom which still emphasizes the activities of the teacher, students are not very active, and the questions given tend not to vary, so that students have difficulty answering questions related to problems of daily life (Prihandhika, 2017). ...
Students' mathematical abilities are still considered low due to the lack of students' mathematical connection abilities. One effort that can be done in overcoming the low ability of students' mathematical connections is to involve the culture around students in the learning process. This study aims to analyze students' mathematical connection ability through the application of learning strategies based on local wisdom a'bulo sibatang, assamaturu, mappesabbi and sipakatau. The research method used is a quantitative quasi-experimental type of nonequivalent control group design. Through purposive sampling technique, it was obtained class XI MIPA 3 (experimental class) and XI MIPA 1 (control class). The instrument used is a test to indicators of mathematical connection ability. The results showed an increase in indicator of mathematical connection ability in the experimental class, namely 88.52% indicator I, 85.35% indicator II and 83.87% indicator III. Meanwhile, in the control class applied problem-based learning strategies only got a score of 65%. Based on the results of the analysis, it can be concluded that local wisdom-based learning in the experimental class is able to improve students' mathematical connection ability better than the control class that applies problem-based learning.
... It is indicated in some studies (e.g., Akarsu & Yilmaz, 2015;Cantimer & Şengül, 2017) that elementary school students sometimes make mistakes in defining a circle and the concepts of a circle such as tangent, chord, central angle, inscribed angle, diameter and radius. It is also seen that some primary (e.g., Akkaya, 2018;Özerbaş & Kaygusuz, 2012) and middle school students (e.g., Cantimer & Şengül, 2017;Wijayanti & Abadi, 2019;Yenilmez & Demirhan, 2013) have misconceptions about the concepts of circle and disk as well as have difficulty associating the circle with other shapes. Moreover, Evirgen and İkikardeş (2019) find that seventh grade students had difficulties in learning 'the circumference of the circle and circle part' , 'angles in the circle' and 'the area and segment of the circle' . ...
... While the circle concept is important in geometry, some studies (e.g., Akarsu & Yilmaz, 2015;Akuysal, 2007;Cantimer & Şengül, 2017;Evirgen & İkikardeş, 2019;Özerbaş & Kaygusuz, 2012;Özsoy & Kemankaşlı, 2004;Wijayanti & Abadi, 2019;Yenilmez & Demirhan, 2013) indicate that middle school students have difficulty and some misunderstanding in learning the concept of a circle and its properties. It is also determined that some students memorize the rules and formulas related to the circle and its properties, and as result, cannot make connections among geometry concepts and/or interpret them. ...
The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students’ geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students’ geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students’ attitudes toward geometry.
... There are also students who say the area formula with circle-area association (Bekdemir, 2012). It is observed that 8th grade students have difficulty in associating the circle with other shapes (Wijayanti and Abadi, 2019;Çelik Görgüt, 2020). There are some misconceptions about the concept of tangent in circle and disk in understanding the incircle of the triangle (Waluyo, Muchyidin and Kusmanto, 2019). ...
Estimation is a concept that is constantly used both in daily life and in scientific studies,
and it is not a random action. It is a skill developed as a result of experiences gained in
mathematics. Estimation term; It refers to find out the most appropriate approximate value that can be substituted for an exact number corresponding to a certain context alone. Reys and Bestgen (1981) defined estimation as finding the approximate outcome of an operation or problem based on mental calculation. In the literature, it has been observed that there are studies aimed at determining the estimation skills of primary and secondary school students regarding estimation skills (Aytekin&Uçar, 2014 ; Baroody&Gatzke, 1991 ; Bobis, 1991 ; Boz&Bulut, 2012; Crites, 1992; Çilingir&Türnüklü, 2009; Dowker, 1997 ; Hanson&Hogan, 2000 ; Kılıç&Olkun, 2013; Luwel&Verschaffel, 2008; Pilten&Yener, 2009 ; Star Rittle,Lynch&Perova, 2009; Tekinkır, 2008;Yazgan, Bintaş&Altun, 2002), determining the estimation skills of teacher candidates(BozveBulut, 2002; Goodman, 1991;Sulak, 2008;Özcan,2015) and determining the estimation skills of mathematics teachers(Dowker, 1992). The results of these studies revealed that the estimation skill levels of the participants were low. The low estimation skill levels of the students requires revealing their self-efficacy beliefs about the subjects that require estimation skills. This is a quantitative study to develop a valid and reliable scale in order to determine estimation skills self-efficacy of middle school students' and to investigate the estimation skill of middle school students in terms of various variables by means of the developed scale. In this context, the study was conducted on 327 middle school students. In the development process of the scale, exploratory factor analysis, confirmatory factor analysis and Cronbach Alpha internal consistency coefficient and Guttman Split Half values reliability calculations were performed. As a result of the analysis, the total variance percentage of the 29 items, which was composed of five factors, is 55.61%.The model obtained as a result of confirmatory factor analysis is acceptable. The Cronbach Alpha internal consistency coefficient for the whole scale is .91. The results of this study show that a valid and reliable scale was developed to determine the self-efficacy of middle school students' estimation skills. In addition, through the developed scale, it was obtained that self-efficacy of middle school students' estimation skills differed according to the type of gender and grade levels.It was observed that the self-efficacy of the male student regarding the prediction skill was higher than the female students, but this difference is not significant. In addition, When the self-efficacy levels of the students in estimation skills were examined according to their grade level, it is seen that the self-efficacy scores of the 5th and 6th grade students are higher than the self-efficacy scores of the 7th and 8th grade students.
... Wrongdoings made by students explain the difficulties experienced by learners. The challenge that learners frequently represent is explaining the problem and the complexity of arranging the equation or theory used to resolve the problem (Wijayanti & Abadi, 2019). Learners with inadequate mathematical connection ability cannot correlate the mathematical concept with real-life (Ariyani, Suyitno, & Junaedi, 2020). ...
This study was motivated by the importance of mathematical connection ability for elementary school students. It was necessary to develop an instrument that suitable the indicators of mathematical connection ability to understand the students' mathematical connection ability. The goal of this research was to develop an appropriate mathematical connection ability instrument for primary school students. This study was applied using Research and Development. The participants were 34 third-grade students at an elementary school in Purwakarta, SDN Nagrikaler, chosen through purposive sampling. The instrument was an essay test consisting of six open questions about whole numbers. The indicators developed in composing questions were related to the mathematical connection ability, namely connections inter topics in mathematics, other subjects, and everyday life. The questions were made beforehand in the expert judgment, then tested to see the validity, reliability, difficulty index, and discrimination power index. The validity test analysis indicated that six items on the instrument were valid, the reliability of the test instruments was very high. Meanwhile, the difficulty level was classified as difficult and moderate, and the discrimination power was also categorized as good and very good criteria. Thus, those six developed questions could be applied to measure mathematical connections in the topic of operations of whole numbers for second-grade elementary school students and were suitable for further research instruments on similar subjects and variables even at different times and places. Abstrak Penelitian ini dilatarbelakangi oleh pentingnya kemampuan koneksi matematis bagi siswa sekolah dasar. Penelitian ini bermaksud mengembangkan instrumen yang sesuai dengan indikator kemampuan koneksi matematis untuk memahami kemampuan koneksi matematis siswa. Penelitian ini bertujuan untuk mengembangkan instrumen kemampuan koneksi matematis yang sesuai untuk siswa sekolah dasar. Penelitian ini menggunakan metode Research and Development. Partisipan adalah 34 siswa kelas III SD di Purwakarta, SDN Nagrikaler, yang dipilih secara purposive sampling. Instrumen yang digunakan adalah tes esai yang terdiri dari enam pertanyaan terbuka tentang bilangan cacah. Indikator yang dikembangkan dalam menyusun soal berkaitan dengan kemampuan koneksi matematis, yaitu koneksi antar topik dalam matematika, mata pelajaran lain, dan kehidupan sehari-hari. Soal-soal tersebut dibuat terlebih dahulu sesuai saran expert, kemudian diuji untuk melihat validitas, reliabilitas, indeks kesukaran, dan indeks daya diskriminasi. Analisis uji validitas menunjukkan bahwa enam item pada instrumen tersebut valid dan reliabilitas instrumen tes sangat tinggi. Sedangkan tingkat kesukaran tergolong sukar dan sedang, dan daya pembedanya juga termasuk kriteria baik dan sangat baik. Dengan demikian, 6 item soal yang dikembangkan tersebut dapat diterapkan sebagai instrumen untuk mengukur ◼ 2 AULADUNA: Jurnal Pendidikan Dasar Islam koneksi matematis dalam pembelajaran matematika pada topik operasi hitung bilangan cacah terhadap siswa kelas dua SD dan layak digunakan untuk instrumen penelitian selanjutnya pada subjek dan variable sejenis meskipun pada waktu dan tempat berbeda.
... The teacher should analyze the difficulties experienced by students earlier to overcome the problems, starting from elementary school (SD), junior high school (SMP), and senior high school (SMA) because schools have an important role for students to achieve math ability standard [6]. This action can make students understand and master a concept as a prerequisite for learning the next concept [7]. ...
This study was intended to determine procedural errors made by students in solving mathematics problems. This was a descriptive qualitative study. The selected subjects were high school students in Karanganyar Regency. The subject-taking technique was purposive random with snowball sampling. The types of procedural errors revealed by Elbrink found in this study were: (1) Misidentification, students made mistakes in applying the algorithm by finding that some students were still not precise in implementing the search line and comparing the function value of each extreme point, which was not needed to solve the problem, (2) Misgeneralization, students made mistakes by generalizing an existing concept and thinking that the general rules of linear program were the real rules, and (3) Repair Theory, students did not understand how to solve the mathematical problems, they made mistakes by directly using any x and y values to find the extreme point to solve linear program problems, without paying attention to inequalities as the requirements and limitations to the questions.
Abstrak: Kemampuan memecahkan masalah dengan menggunakan pengetahuannya, yang dikenal dengan kemampuan literasi. Salah satu aspek literasi ini adalah literasi keuangan. Kemampuan literasi keuangan adalah Studi ini bertujuan untuk mengetahui tingkat literasi keuangan pada peserta didik dan mengidentifikasi kesulitan siswa dalam menyelesaikan masalah yang terkait dengan literasi keuangan. Penelitian ini merupakan studi kasus. Responden penelitian ini adalah siswa SMP kelas IX sebanyak45 siswa. Data dikumpulkan dengan pemberian 5 tes uraian. Instrumen dinyatakan valid dengan nilai validitas 0.92. Analisis data dilakukan dengan menggunakan model Milles & Huberman,dengan tahapan mengumpulkan data, mengolah dan mereduksi data, dan menyimpulkan. Hasil penelitian membuktikan bahwa tingkat literasi keuangan siswa SMP di Kabupaten Sleman tergolong rendah. Sebanyak 71.11% dari total responden berada pada kategori rendah. Identifikasi kesulitan dengan ditemukan 112 kesalahan yang dilakukan oleh siswa, sebesar 38.39% kesalahan pengkodean, 24.11% kesalahan pemahaman, 19.64% melakukan kesalahan transformasi, dan 17.86% melakukan kesalahan proses.Abstract: The ability to solve problems using his knowledge, known as literacy skills. One aspect of this literacy is financial literacy. Financial literacy ability is this study aims to determine the level of financial literacy in students and identify students' difficulties in solving problems related to financial literacy. This research is a case study. The respondents of this study were 45 grade IX middle school students. Data were collected by giving 5 test descriptions. The instrument was declared valid with a validity value of 0.92. Data analysis was performed using the Milles & Huberman model, with stages of collecting data, processing and reducing data, and concluding. The results of the study prove that the level of financial literacy of junior high school students in Sleman Regency is relatively low. As many as 71.11% of the total respondents were in a low category. Identification of difficulties with founding 112 errors made by students, amounting to 38.39% coding errors, 24.11% misunderstanding, 19.64% made transformation errors, and 17.86% made process errors.
