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Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (January 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.
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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.
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Astuti, Juwita, and Caswita Caswita. "Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika." Media Pendidikan Matematika 9, no. 2 (December 20, 2021): 95. http://dx.doi.org/10.33394/mpm.v9i2.4476.
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One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence
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Aliyah, Ita Mafajatul, Yuyu Yuhana, and Cecep Anwar Hadi Firdos Santosa. "Kemampuan Koneksi Matematis Siswa Ditinjau dari Kemampuan Awal dan Gender." Jurnal Didaktik Matematika 6, no. 2 (October 6, 2019): 161–78. http://dx.doi.org/10.24815/jdm.v6i2.14104.
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This research aimed to examine student’s mathematical connection ability based on previous ability and gender. The instruments of the study were the researcher as the main instrument, the test of prior knowledge, the test of connection ability, interview and documentation. The triangulation technique was used for the data (test, observation, interview, and documentation). The subject of this research were six students representing each category of the previous ability. Three indicators of mathematical connection ability used in this research, namely: connections between mathematical topics, connections with the science other than mathematics, and connection with life. The results showed that 1) high-ability male subject had high levels of mathematical connection ability on indicators of connection with life, 2) high-ability female subject had high level of mathematical connection ability on indicators of connection with the science other than mathematics, 3) medium-ability male subject had high levels of mathematical connection ability on indicators between topics mathematics, 4) medium-ability female subject had high levels of mathematical connection ability on indicators between topics mathematics, 5) low-ability male subject had high levels of mathematical connection ability on indicators between topics mathematics, 6) low-ability female subject had high levels of mathematical connection ability on indicators between topics mathematics.
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Mar’atus Solikhah, Baiduri Baiduri, Arif Hidayatul Khusna,. "The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 1451–66. http://dx.doi.org/10.17762/turcomat.v12i6.2684.
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The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.
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Tasni, Nurfaidah, and Elly Susanti. "Membangun Koneksi Matematis Siswa dalam Pemecahan Masalah Verbal." Beta Jurnal Tadris Matematika 10, no. 1 (July 2, 2017): 103. http://dx.doi.org/10.20414/betajtm.v10i1.108.
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[Bahasa]: Penelitian ini mendeskripsikan proses membangun koneksi matematis dalam pemecahan masalah verbal atau soal cerita. Pada proses penyelesaian masalah verbal, diidentifikasi beberapa jenis koneksi yang dibangun siswa. Jenis soal dikembangkan berdasarkan karakteristik koneksi matematis menurut NCTM, yaitu koneksi antar topik matematika, koneksi dengan disiplin ilmu lain, dan koneksi dalam kehidupan sehari-hari. Pengumpulan data dilakukan melalui proses wawancara semi terstruktur terhadap 2 orang subjek yang dipilih dengan tehnik purposive sampling. Penelitian ini mengunkap ada tujuh jenis koneksi yang dibangun oleh siswa pada saat menyelesaikan masalah verbal, yaitu: koneksi pemahaman, koneksi jika maka, koneksi representasi yang setara, koneksi hirarki, koneksi perbandingan melalui bentuk umum, koneksi prosedur, dan koneksi justifikasi dan representasi.
Kata kunci: Koneksi Matematis; Pemecahan Masalah; Soal Verbal
[English]: The current research aims to describe the process of developing mathematical connection in solving verbal or word mathematics problems. In solving problems, the mathematical connections developed by the subjects are identified. The mathematics problems refer to the characteristics of mathematical connections by NCTM, i.e. connections within mathematics topics, connection with other fileds, and connections with daily life. Data collection is conducted through students’ work and semi-structure interview with two subjects. The subjects are selected through purposive sampling. This research reveals seven kinds of mathematical connections developed by the subjects in solving verbal mathematics problems, i.e. connection in understanding, if then connection, equal representation connection, hierarchy connection, proportion connection through general form, procedure connection, and justification and representation connection.
Keywords: Mathematical Connection; Problem Solving; Verbal Problems
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Zainudin, Bisri, Arohman Taufik, and Teguh Wibowo. "KEMAMPUAN KONEKSI MATEMATIS DALAM PENYELESAIAN MASALAH SPLDV PADA SISWA SMP." Jurnal Inovasi Pendidikan Matematika (JIPM) 1, no. 1 (September 11, 2019): 65–78. http://dx.doi.org/10.37729/jipm.v1i1.5828.
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This research aims to describe the mathematical connection in problem solving. Metode of qualitative research. The subject of this study were two ninth graders of junior high school in with a purposive technique. The research instrument was a mathematical connection test problem. The data analysis technique uses three stages, namely data reduction, data presentation, and drawing conclusions. The results showed that students complate aspects of mathematical connections, namely: Aspects of mathematical connections in mathematical problems such as: Students understand the relationship between existing mathematical topics by writing down the equation model as ideas of the problems. Students are able to find the relationship between existing procedures and other procedures in representation with the equivalent concept shown by writing the two-variable linear system material equation. Students apply the relationship between mathematics, and between mathematical material with mathematical material by finding the value of equations. Students are able to use mathematical connections with mathematics or other fields of science using mathematics with economics to determine the number of purchases with capital, and aspects of mathematical connections with everyday life, namely; Students use procedures and concepts from one another according to the question data. The ability of students to use mathematics in everyday life in the context of buying and selling using capital, amount, profit. So, as a whole the mathematical connection ability of junior high school students complate the indicators and into the high connection category. Keywords: mathematical connection, two-variable linear system material, connection aspects.
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Kusaeri, Al, Habib Husnial Pardi, and Abdul Quddus. "Culture and mathematics learning: Identifying students’ mathematics connection." Beta: Jurnal Tadris Matematika 12, no. 1 (May 31, 2019): 82–93. http://dx.doi.org/10.20414/betajtm.v12i1.264.
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[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection.
Keywords: Mathematics learning, Culture, Mathematics connection
[Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa.
Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika
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Sholeha, Herisa Hardiyanti, Pratiwi Pujiastuti, and Asih Mardati. "Analysis of Mathematical Connection Ability to Students' Learning Motivation in Advanced Mathematics Courses." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 14, 2022): 2065–74. http://dx.doi.org/10.35445/alishlah.v14i2.795.
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This study aims to learn how the students' mathematical connections are and discover the influence of the mathematical connections on students’ motivation in advanced mathematics learning. The population of this research is the second-semester students of a state university in Yogyakarta, and the subject is 84 students. The instrument used was the question sheets on the mathematical connection ability on advanced mathematics materials, the questionnaire instrument, and the interview guidelines related to learning motivation. The data analysis used was the descriptive statistics analysis. The results of this study indicate that (1) the students’ mathematical connection ability was low, (2) the influence of connection abilities on motivation was very low.
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Mufidah, Mufidah, Suradi Tahmir, and Ilhamuddin Ilhamuddin. "ANALISIS KEMAMPUAN SISWA PADA MATERI SEGIEMPAT DAN SEGITIGA DITINJAU DARI KONEKSI MATEMATIKA (STUDI KASUS PADA SISWA KELAS VII SMP UNISMUH MAKASSAR)." SIGMA: JURNAL PENDIDIKAN MATEMATIKA 14, no. 1 (June 1, 2022): 45–52. http://dx.doi.org/10.26618/sigma.v14i1.7915.
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The focus of this research is "how is the ability of the seventh grade students of SMP Unismuh Makassar to connect mathematics on the material of quadrilaterals and triangles." The approach used is a qualitative descriptive approach. The research subjects were seventh grade students of SMP Unismuh Makassar which consisted of 1 student who had high mathematical connection ability, 1 student who had moderate mathematical connection ability and 1 student who had low mathematical connection ability. The instrument used is a test of the ability of mathematical connections in the material of quadrilaterals and triangles. The results obtained from this study are students who have high mathematical connection skills have no difficulty in solving mathematical problems with quadrilateral and triangle material. Students who have moderate mathematical connection abilities tend to have difficulty in indicators of applying and connecting concepts between mathematical material. And students who have low mathematical connection abilities have not met the indicators of applying mathematical concepts in solving mathematical problems related to everyday life.
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Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani, and Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.
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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.
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Quilang, Liezl Joy Lazaro, and Lyndon Laborte Lazaro. "Mathematical connections made during investigative tasks in statistics and probability." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (March 1, 2022): 239. http://dx.doi.org/10.11591/ijere.v11i1.21730.
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<span>The Philippines has undergone a fundamental overhaul of its educational system to highlight basic education and overcome its deficiencies. The educational reform prompts prospective teachers to connect the concepts taught to instill a more profound understanding. As such, the researchers explored the mathematical connections made by prospective secondary mathematics teachers while completing investigative tasks. The study employed a concurrent triangulation mixed-methods design. Data were gathered from 39 prospective secondary mathematics teachers enrolled in the state universities' flagship campuses in Northeastern Philippines. Data were gathered using mathematical connections evaluation, think-aloud strategy, and interviews. Frequency counts, percentages, mean percent scores, Pearson product-moment correlation coefficient, and analysis of the interviews' transcriptions were employed in the study. Results showed that the prospective teachers performed best in making instruction-oriented connections but have difficulty in making implications connection. Also, the prospective teachers' ability to successfully make the mathematical connection is directly linked to their knowledge of the concept, the algorithm, and the part-whole relationship. As such, reform efforts should be made to enhance mathematical connections, emphasizing statistical thinking, and reasoning. Moreover, higher education institutions should incorporate connecting as one of the intended learning outcomes for prospective mathematics teachers.</span>
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Hartanti, Elok Hidhayati. "HUBUNGAN KESULITAN BELAJAR MATEMATIKA TERHADAP KEMAMPUAN KONEKSI MATEMATIKA PADA SISWA SMK KARTIKA 1 SURABAYA." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 6, no. 2: (December 26, 2016): 31–36. http://dx.doi.org/10.36456/buanamatematika.v6i2:.366.
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This research is motivated by the low ability students' mathematical connections. Mathematical reasoning and connections are two basic mathematical ability that must be mastered middle school students. However, many students have problems and learning difficulties in solving mathematical problems. Through the process of mathematical connections, conceptual thinking and students' horizons will be broader, the students will have the skills to solve problems and make decisions. The problem of this research is " Is there any connection to the students' mathematics learning difficulties mathematical connection capability? ". Subjects in these criteria is a class XI student of SMK Kartika Accounting 1 Surabaya. Data obtained by questionnaire to measure students' learning difficulties and then given treatment for the provision of learning achievement test items to get valid data. Based on the analysis of data by using the formula Pearson product moment is known H_0 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya while the H1 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya. Of the formula product moment correlation can be obtained rhitung with significance level of 5% showed greater than the value rtabel = 0.344 and rhitung = 0.45; where r_hitung> r_tabel or 0.45> 0.344, it can be concluded that learning difficulties affect the ability of students' mathematical connections.
Keywords: Learning Difficulties, Mathematics Connection Capability
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Hidayati, Vivi Rachmatul, Subanji Subanji, and Sisworo Sisworo. "Students’ Mathematical Connection Error in Solving PISA Circle Problem." JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, no. 2 (March 20, 2020): 76. http://dx.doi.org/10.25273/jipm.v8i2.5588.
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<p>The mathematical connection is one of the competencies in NCTM that students need to have. Mathematical connections can help students understand material and mathematical concepts easily. In addition, mathematical connections can help students in solving mathematical problems. Even so, mathematical connection errors are still made by some students. Mathematical connection errors made by students when solving geometry problems, especially about a circle. The purpose of this study is to describe the mathematical connection errors made by students in solving problems adapted from PISA problems focusing on circle material. This research method is descriptive-qualitative. Prospective subjects are 20 of 8th-grade students in one of the junior high schools in Malang who have studied about a circle. Based on the distribution of answers, two subjects were selected in this study. After going through the interview process, the data obtained in the form of work results and interview transcripts. Based on the results of research, mathematical connection errors made by research subjects in the form of not being able to use mathematics in mathematical problems; can't find connections between topics in mathematics; unable to understand the representation of concepts in mathematical problems, and draw relationships between procedures on mathematical problems</p>
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Wagino, Wagino, and Andriani Andriani. "Analysis of Mathematical Connection Skills Using Realistic Mathematical Education." Indo-MathEdu Intellectuals Journal 2, no. 2 (October 20, 2021): 83–91. http://dx.doi.org/10.54373/imeij.v2i2.20.
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Connection ability is the ability to associate between topics in mathematics, associate mathematics in other sciences, and with everyday life. This research aims to find out the ability of mathematical connections by using the realistic mathematical education of the concept of Social Arithmetic in class VII of SMP Negeri 209 Jakarta. This type of research is qualitative descriptive with the selection of subjects based on the results of interviews. The main instrument in the study was the researchers themselves. Instruments for discovering mathematical connection skills are tests and interviews. Data collection techniques with observation guidelines, tests, interviews, and documentation. Data analysis used is qualitative analysis i.e. data collection, presentation of data, and withdrawal of conclusions. The results of the analysis showed that subjects included students who had the ability of mathematical connections that met 4 indicators of mathematical connections, namely recognizing the equivalent representation of the same concept, recognizing the relationship of a mathematical procedure of a representation to an equivalent representation procedure, using and assessing the relationship between topics with other disciplines, using mathematics in everyday life
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Yusuf, Arya Aurellio, Nursiya Bito, Nurwan Nurwan, and Perry Zakaria. "Deskripsi Kemampuan Koneksi Matematis Siswa Pada Materi Teorema Pythagoras." Jambura Journal of Mathematics Education 3, no. 1 (March 17, 2022): 10–17. http://dx.doi.org/10.34312/jmathedu.v3i1.11028.
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This article discusses the description of students' mathematical connection abilities in solving mathematics on the Pythagorean theorem material. This descriptive research was conducted at SMP Negeri 1 Bolaang Uki in the odd semester of the 2019/2020 school year. The technique of data collection is done by test. Description test to obtain mathematical connection ability data. The results showed that the students' mathematical connection ability to recognize and use connections between mathematical ideas was 45.14%, the indicator of understanding how mathematical ideas were connected and built on one another to produce a coherent whole was 29.63%, and indicators of the introduction and application of mathematics in daily life by 23.61%.
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Samo, Damianus D. "ANALYSIS OF MATHEMATICAL CONNECTIONS ABILITY ON JUNIOR HIGH SCHOOL STUDENTS." International Journal of Educational Management and Innovation 2, no. 3 (September 30, 2021): 261. http://dx.doi.org/10.12928/ijemi.v2i3.3785.
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Mathematical connection is the ability to make connections to understanding mathematical concepts that are associated with contexts outside of mathematics. Various studies revealed that the students' mathematical connection is still low; therefore, this study aims to describe the difficulties of junior high school students in mathematical connection ability. This research is a descriptive qualitative study. The study sample was 52 students from a junior high school in East Flores Regency. The methods used in this study were tests, observations, and interviews. The study results showed that the mathematical connection ability based on the three indicators of connection ability tends to be below. Students did not understand concepts that had been studying; easy to forget concepts, principles and procedures; not used to use concepts, principles and procedures; assume mathematics has nothing to do with other sciences; not accustomed to applying mathematical concepts in everyday life; lack of understanding about the story
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Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.
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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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N K Dwidayati, Hardi, H. Suyitno, Kartono,. "Mathematical Connections Of Students Based On Learning Style Using Blended Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 197–202. http://dx.doi.org/10.17762/turcomat.v12i5.812.
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In the process of learning mathematics many students can not make connections in mathematics, thus causing the ability of students in mathematical connections to be low. This problem is characterized by insufficient methods and approaches to improve math achievement in students.The purpose of this study was to find out the difference in mathematical connection ability of students of Madrasah Ibtidaiyah Teacher Education (PGMI) IAIN Surakarta reviewed from the learning style by using blended learning. Based on the results of the study showed that there are differences in the ability of mathematical connections of students who use blended learning and expository. Blended learning tends to have higher value than expository learning. Indicators of connection with other science disciplines scored highest for both control and experiment classes. As for the learning style in the highest comprehension experiment class for mathematical connections, students have the type of audio learning style while the lowest for visual learning style type.
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Litwiller, Bonnie H., and David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle." Mathematics Teacher 85, no. 7 (October 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.
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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.
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Jingga, Anisa Astra. "Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study." Journal of Educational and Social Research 9, no. 2 (May 1, 2019): 25–34. http://dx.doi.org/10.2478/jesr-2019-0010.
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Abstract Mathematical connection ability helps students to understand the concepts and the applications of mathematics, in this context, the teacher as an implementer of education has an important role to make a mathematical connection in their instruction. An ethnographic study was conducted to determine the teacher’s ability to make mathematical connections. A certified teacher with 30 years of teaching experience is observed and is interviewed to obtain the data. Data were analysed using thematic analysis. The findings show that the relationship between mathematics and everyday life arises as a mathematical connection in the form of different representations. When the teacher shows that a sentence can be another representation of a mathematical symbol, then those activity is a configuration of mathematical connection representation. In this study, the part-whole relationship is obtained not as a generalization but as a specific example. The relationship between ideas, facts, and concepts in mathematics appears in every construction, however, the process of knowledge construction is only carried out in the form of procedure and implication.
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Risdayati, Anisa Hilmia, Erdawati Nurdin, and Annisah Kurniati. "STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN TERMS OF SELF-CONFIDENCE." Jurnal Prinsip Pendidikan Matematika 4, no. 2 (May 31, 2022): 1–8. http://dx.doi.org/10.33578/prinsip.v4i2.106.
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The connection was needed to solve mathematics problems. In connecting some concepts existing in mathematics to other fields of science, student self-confidence was required to solve the encountered problems. It was qualitative research, and this research aimed at knowing and describing students’ mathematical connection ability derived from their self-confidence in quadrilateral and triangle materials. The subjects of this research were the seventh-grade students at Junior High School of Juara Pekanbaru. The purposive sampling technique was used in this research. The instruments used in this research were the self-confidence questionnaire, mathematical connection ability test question, and interview guideline. All data were analyzed in three steps—data reduction, data display, and concluding. The research findings and data analyses showed that students’ self-confidence at Junior High School of Juara Pekanbaru differed. Overall, student mathematical connection ability was in enough category with 71.7%. Students with high self-confidence owned very good mathematical connection ability category, students with moderate self-confidence owned enough mathematical connection ability category, and students with low self-confidence owned very poor mathematical connection ability category.
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Šorgo, Andrej. "Connecting Biology and Mathematics: First Prepare the Teachers." CBE—Life Sciences Education 9, no. 3 (September 2010): 196–200. http://dx.doi.org/10.1187/cbe.10-03-0014.
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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.
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Binh, T. Q. "Cartan-type connections and connection sequences." Publicationes Mathematicae Debrecen 35, no. 3-4 (July 1, 2022): 221–29. http://dx.doi.org/10.5486/pmd.1988.35.3-4.05.
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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.
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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.
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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.
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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.
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Wadlington, Elizabeth, Joe Bitner, Elizabeth Partridge, and Sue Austin. "Have a Problem? Make the Writing-Mathematics Connection!" Arithmetic Teacher 40, no. 4 (December 1992): 207–9. http://dx.doi.org/10.5951/at.40.4.0207.
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Get out our journals? I don't get it. We just had English!” This is the initial reaction of most elementary school students when asked to keep daily mathematics journals. However, the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) indicates that mathematics should emphasize the meaningful communication of mathematics. Talking, listening, reading, and writing about mathematical concepts help
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Pambudi, Didik Sugeng, I. Ketut Budayasa, and Agung Lukito. "The Role of Mathematical Connections in Mathematical Problem Solving." Jurnal Pendidikan Matematika 14, no. 2 (June 30, 2020): 129–44. http://dx.doi.org/10.22342/jpm.14.2.10985.129-144.
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Problem-solving and mathematical connections are two important things in learning mathematics, namely as the goal of learning mathematics. However, it is unfortunate that the ability of students 'mathematical connections is very low so that it impacts on students' failure in solving mathematical problems. The writing of this paper aims to discuss the understanding of mathematical problems, mathematical problem solving, mathematical connections, and how they play a role in solving mathematical problems. The method used in writing this paper is a method of studying literature, which is reinforced by the example of a qualitative research result. The research subjects consisted of two eighth grade students of junior high school in Jember East Java, Indonesia, in 2017/2018. The research data consisted of written test results solving the mathematical problem as well as interview results. Data analysis uses descriptive qualitative analysis. From the results of literature studies and research results provide a conclusion that mathematical connections play an important role, namely as a tool for students to use in solving mathematical problems where students who have good mathematical connection skills succeed in solving mathematical problems well, while poor mathematical connection skills cause students to fail in solving mathematical problems.
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Hidayah, Nurul, Eka Resti Wulan, and Dewi Hamidah. "KEMAMPUAN KONEKSI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH HOTS LEVEL EVALUASI." Jurnal Pendidikan Matematika Universitas Lampung 10, no. 3 (September 30, 2022): 290–306. http://dx.doi.org/10.23960/mtk/v10i3.pp290-306.
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This research aims to describe students' mathematical connection abilities, which can be seen from their problem-solving abilities when solving HOTS-level evaluation problems. This study uses a qualitative descriptive research method with the research subjects of class VIII G SMPN 1 Plosoklaten, Kediri, East Java, involving 30 students. Data were collected through the provision of mathematical connection tests and interviews. The test instrument consists of three questions that meet the indicators of mathematical connection. The results showed that students who had high problem-solving abilities, each problem solving were able to connect mathematical concepts, mathematics with other fields, and mathematics with everyday life. Students with moderate problem-solving abilities can solve all three of the HOTS-level evaluations related to mathematical connections, but have not been able to connect with other concepts. Students with low problem-solving abilities are less able to solve the three HOTS level evaluation questions related to mathematical connections, do not carry out the first stage, and every problem solving between concept does not connect between mathematical and other concepts, but every problem solving can connect with everyday life.
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Anggreini, Dewi, Eko Priyojadmiko, and Dwi Setiana. "Analisis Koneksi Matematika Ditinjau dari Tipe Kepribadian Sanguinis, Koleris, Melankolis, dan Plegmatis." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 10, no. 1 (June 29, 2020): 71–88. http://dx.doi.org/10.36456/buanamatematika.v10i1.2406.
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Mathematics is a subject that has the concept of interrelation between one material with another. Understanding the interrelated material required the existence of a basic ability that is the ability to connect mathematics. The obstacle experienced by students is that when given a problem and the solution is related to the previous material, students are unable to remember the material that is the key to solving the problem. The inability of students is due to lack of memory of previous material and students pay less attention when the teacher is explaining in class. Personality differences make students have different mathematical connection abilities. The purpose of this study is to describe the ability of students' mathematical connections in terms of sanguinis, koleris, melancholy, and plegmatic personality types. This type of research is a qualitative descriptive study in the form of case study research. Methods of data collection used personality type questionnaires, math connection test questions, and interviews. The results showed that the sanguinis and plegmatic personality types were able to meet all the connection indicators. Koleris personality type is able to fulfill 4 indicators. Melancholy personality types produce different connection capabilities, namely the ability of connections that meet 4 indicators and 1 indicator. This research can provide benefits for students to improve their mathematical connections and understand their personality types. Students who understand their personality types can minimize negative traits that inhibit mathematical connections.
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Visser, Matt. "The Utterly Prosaic Connection between Physics and Mathematics." Philosophies 3, no. 4 (September 20, 2018): 25. http://dx.doi.org/10.3390/philosophies3040025.
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Eugene Wigner famously argued for the “unreasonable effectiveness of mathematics” as applied to describing physics and other natural sciences in his 1960 essay. That essay has now led to some 58 years of (sometimes anguished) philosophical soul searching—responses range from “So what? Why do you think we developed mathematics in the first place?”, through to extremely speculative ruminations on the existence of the universe (multiverse) as a purely mathematical entity—the Mathematical Universe Hypothesis. In the current essay I will steer an utterly prosaic middle course: Much of the mathematics we develop is informed by physics questions we are trying to solve; and those physics questions for which the most utilitarian mathematics has successfully been developed are typically those where the best physics progress has been made.
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Kadir, Abdul, Rochmad Rochmad, and Iwan Junaedi. "Mathematical Connection Ability of Grade 8th Students’ in terms of Self-Concept in Problem Based Learning." Journal of Primary Education 9, no. 3 (May 31, 2020): 258–66. http://dx.doi.org/10.15294/jpe.v9i3.37547.
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MMathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another. This study aims to find mathematical connection ability patterns in terms of self-concept. The research method used is mixed methods with concurrent embedded design, quantitative research analysis using true experimental design, while qualitative research analysis uses the Miles and Huberman model. The population in this study was eighth-grade students of SMP Negeri 13 Semarang, Indonesia, and sampling was done by random sampling technique. The results showed that the mathematical connection ability pattern in terms of mathematical self-concepts is diverse. It is found that there were two patterns of mathematical connection ability in subjects with high self-concept. In subjects with moderate self-concept, three patterns of mathematical connection ability subjects with low self-concept, three patterns of mathematical connection ability are found
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Siska, Pramasdyahsari Agnita, Rina Dwi Setyawati, and Irkham Ulil Albab. "Connecting university mathematics and school mathematics to address Klein’s double discontinuity: A case of ring theory." Beta: Jurnal Tadris Matematika 12, no. 2 (November 30, 2019): 122–32. http://dx.doi.org/10.20414/betajtm.v12i2.336.
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[English]: The article aims to reveal how pre-service mathematics teachers (PMTs) identify the connection between ring theory and the mathematics topics in secondary schools in Indonesia. The data was collected from the students' workgroup as a part of course assignments in ring theory course in 6th semester. Through a descriptive qualitative approach, the identified mathematical connections by the PMTs were analyzed through the concept-by-concept framework. The findings show that connection that PMTs made is categorized as concept-by-concept comparison through common features. could elaborate on the connected topic explicitly at some points and connect the mathematical ideas from ring theory to the school mathematics topics even though they do not reveal all the existing connections. For mathematics teachers’ education, the finding could be a reference for designing a course that enables PMTs to be more aware of the mathematical connections which will be beneficial for their future roles as mathematics teachers.
Keywords: Mathematical connections, Pre-service mathematics teachers, Ring theory, School mathematics
[Bahasa]: Artikel ini bertujuan mengungkap bagaimana calon guru matematika mengidentifikasi koneksi antara teori Ring dengan topik matematika sekolah di Indonesia. Data dikumpulkan dari hasil kerja kelompok siswa sebagai bagian tugas mata kuliah teori Ring pada semester 6. Melalui pendekatan deskriptif kualitatif, koneksi matematika yang diidentifikasi oleh calon guru dianalisis menggunakan kerangka kerja konsep-dengan-konsep. Temuan penelitian menunjukkan bahwa koneksi yang dihasilkan calon guru merupakan kategori perbandingan konsep-dengan-konsep yang masih bersifat umum. Calon guru bisa mengelaborasi beberapa koneksi topik matematika secara eksplisit dan menghubungkan ide matematika dari teori Ring terhadap topik matematika sekolah walaupun belum mengungkap semua koneksi yang ada. Untuk pendidikan guru matematika, hasil penelitian ini bisa menjadi panduan untuk merancang (mata) kuliah yang memungkinkan calon guru lebih sadar terkait koneksi matematika yang akan memberikan manfaat untuk peran mereka sebagai guru matematika.
Kata kunci: Koneksi matematika, Calon guru matematika, Teori Ring, Matematika sekolah
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Sugeng, Didik. "Exploration of Prospective Mathematics Teachers’ Mathematical Connections When Solving the Integral Calculus Problems Based on Prior Knowledge." European Journal of Mathematics and Science Education 3, no. 2 (December 15, 2022): 105–16. http://dx.doi.org/10.12973/ejmse.3.2.105.
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<p style="text-align: justify;">Mathematical connection ability is very important to be mastered by prospective mathematics teacher students as competency to teach in secondary schools. However, the facts show that there are still many students who have weak mathematical connection abilities. This qualitative descriptive study aimed to explore how the process, and product of the mathematical connection made by prospective mathematics teacher students when solving the integral calculus problems based on their prior knowledge. The research subjects were 58 students who were prospective high school mathematics teachers at the University of Jember, Indonesia. Data were collected using documentation, questionnaire, test, and interview methods. After the test results of all subjects were analyzed, six students were interviewed. To find the match between the results of the written test and the results of the interview, a triangulation method was carried out. Data analysis used descriptive qualitative analysis with steps of data categorization, data presentation, interpretation, and making conclusions. The results show that the research subjects have connected and used mathematical ideas in the form of procedures, facts, concepts/principles, and representations in solving integral calculus problems. Students with high prior knowledge abilities can make better mathematical connections than students with moderate and low prior abilities. From these results, it is recommended that lecturers need to improve students' prior knowledge and train the students more intensely to solve integral calculus problems so all students can develop their mathematical connection abilities into very strong categories.</p>
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Prasetyo, Herry. "IMPROVING MATHEMATIC CONNECTION AND COMMUNICATION CAPABILITY AND SELF-CONCEPT OF VOCATIONAL SCHOOL STUDENTS THROUGH THE SAINTIFIC APPROACH TO THE SETTINGS OF JIGSAW COOPERATIVE LEARNING MODELS." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 3 (October 25, 2019): 121. http://dx.doi.org/10.22460/jiml.v2i3.p121-130.
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This research was aimed at examining the improving mathematical connection and communication ability and self-concept of vocational students through cooperative learning of jigsaw so that they were able to be more motivated in learning mathematics, more understanding mathematics learning itself and to apply it in everyday life. This research method was a quasi-pretest-posttest experiment that applied a jigsaw cooperative learning model. This study involved two groups of students who studied about mathematical connection and communication skills and students' self-concepts. The instruments used were in the form of mathematical connection and communication skills, as well as student self-concept questionnaires. The research instruments were firstly tested for validity (logical and empirical), reliability, distinguishing features and the level of difficulty of the questions. The achievement of mathematical connections and communication skills and the self-concept of students who got learning with a scientific approach to the type of cooperative learning model jigsaw was better than students who only learned the scientific approach. In this study there was also an association between the ability of connections with mathematical communication of students in the high category. There was an association between the ability of connections with students' self-concepts in the high category. There was an association between mathematical communication skills and students' self-concepts in the high category.
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K, Risnah, Sitti Inaya Masrura, and Aprisal Aprisal. "PENGARUH KEMAMPUAN KONEKSI MATEMATIS DAN DISPOSISI MATEMATIS TERHADAP HASIL BELAJAR MATEMATIKA SISWA." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 3, no. 2 (August 30, 2022): 268–78. http://dx.doi.org/10.46306/lb.v3i2.124.
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The purpose of this study was to determine the influence of mathematical connection ability and mathematical dispositions on mathematics learning ourcomes for student of class XI IPS MA Pergis Campalagian. The approach which used in this research was a quantitative approach with the type of research is ex-post facto. The research sample was 37 students who were selected using the saturated sampling technique. Data collection techniques used the following instruments: (1) mathematical connection ability test, (2) mathematical disposition questionnaire, and (3) mathematics learning outcomes test. Data was analysis used descriptive analysis and inferential analysis. The result showed that: (1) the avarage mathematical connection ability is in the low category, (2) the avarage mathematical disposition is in the medium category, and (3) the avarage mathematics learning outcomes are in the low category. There are 3 hypotheses in this study with test result using simple linear regression analysis and multiple linear regression, namely: (1) mathematical connection ability had a positive and significant effect on mathematics learning outcomes, (2) mathematical disposition had a positive and significant effect on mathematics learning outcomes, and (3) mathematical connection abilities and mathematical dispositions positive and significant effect on mathematics learning outcomes
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Aprilianda, Nikmatus Savira, and Susanah Susanah. "PROFILE OF STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN SOLVING MATHEMATICS PROBLEMS BASED ON VISUALIZER AND VERBALIZER COGNITIVE STYLE." MATHEdunesa 11, no. 2 (March 21, 2022): 328–40. http://dx.doi.org/10.26740/mathedunesa.v11n2.p328-340.
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Mathematical connection ability is the ability of students to connect mathematical ideas and concepts in a structured way to solve various problems both inside and outside mathematics. Mathematical connection ability plays an important role in the process of solving mathematical problems. Cognitive style is one of the factors that effect mathematical connection abilities. This research is a qualitative descriptive study that aims to describe the students' mathematical connection skills with visualizer and verbalizer cognitive styles in solving mathematics problems. The research subjects consisted of two grade IX students who each had visualizer and verbalizer cognitive styles. The instrument used was the researcher herself, VVQ (visualizer verbalizer questionnaire), a mathematical connection ability test, and interview guidelines. In this study, the material of plane area and Pythagorean theorem are used for test mathematical connection skills. The results obtained are students with visualizer cognitive style get a good category for their mathematical connection ability in solving mathematics problems because they meet seven good indicators and one sufficient indicator from the mathematical connection ability in solving problems indicator, while students with verbalizer cognitive style get sufficient categories because they meet three good indicators, four sufficient indicators, and one less indicator from mathematical connection ability in solving problems indicator. Therefore, teachers are expected to be able to train students with questions in the context of everyday life that have a higher level of mathematical connection so that they can improve their connection skills and also train with variety exercices presentation so student with each cognitive style can be trained to understand a given problem.
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Aisyah, S., and D. Usdiyana. "A meta analysis study: is Problem Based Learning (PBL) effective toward students’ mathematical connections ability?" Journal of Physics: Conference Series 2157, no. 1 (January 1, 2022): 012036. http://dx.doi.org/10.1088/1742-6596/2157/1/012036.
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Abstract PBL has become a popular topic in educational research studies. Several studies examine the effect of PBL toward students’ mathematical connection abilities. A total of 8 articles qualified for inclusion. This study analyzed them using Meta Analysis with the Comprehensive Meta-Analysis (CMA) application by selecting the Hedge’s equation to determine its effect size and bias publication was assessed by the funnel plot, and Rosenthal’s fail-safe N (FSN) test. Based on the analysis result, the overall effect size is 0.797 according to random-effect model with a 95% confidence interval (CI). It was classified as a moderate level. The findings of the study showed that the overall implementation of PBL had a larger positive effect significantly compared to conventional learning on the students’ mathematical connection’s ability. Because, in the implementation of the PBL model, students are faced with problems that are closely related to everyday life. This shows that mathematical connection ability is needed one of which is the aspects of the connection between mathematics and daily life. Doing this research can support the development of learning and can be an alternative learning model to improving students’ mathematical connections ability.
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Wieschenberg, Agnes Arvai. "Making Mathematics—The Coffee Connection." College Teaching 47, no. 3 (August 1999): 102–6. http://dx.doi.org/10.1080/87567559909595796.
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Babbitt, Beatrice C. "Hypermedia: Making the Mathematics Connection." Intervention in School and Clinic 28, no. 5 (May 1993): 294–301. http://dx.doi.org/10.1177/105345129302800507.
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Karamzadeh, Omid Ali Shahny. "The Mathematics of Mathematics Houses (The Snaky Connection)." Mathematical Intelligencer 34, no. 4 (November 2, 2012): 46–52. http://dx.doi.org/10.1007/s00283-012-9337-5.
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Haryani, Yeni. "Kontribusi Penggunaan Model Discovery Learning terhadap Peningkatkan Kemampuan Koneksi dan Komunikasi Matematik pada Mahasiswa Program Studi Pendidikan Matematika Angkatan 2015-2016." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 1 (June 19, 2017): 43. http://dx.doi.org/10.24042/ajpm.v8i1.963.
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This study aims to determine the increase in the ability of connection and communication mathematics students better among the following study with the model of Discovery Learningdengan that follow the direct instruction, as well as to know the difference increased capacity connections and communication mathematics student groups of high, medium and low following study with the model Discovery Learning. The population in this study were all students of class 2015-2016. Samples were students of class D and E as an experimental class as the control class. The instrument used in this study includes test questions mathematical abilities and communication connections. Analysis of data using two different test average to better determine the increase between the experimental class and control class and one-way ANOVA with Scheffe test to determine the increase is better between groups of high, medium and low. Based on the research results, it can be concluded that the increase of connection and communication mathematical ability students who attend the learning model of Discovery Learninglebih better than students who attend hands-on learning. Improving the ability of connection and communication mathematics student groups are better than high and low groups that follow the model of learning with Discovery Learning.
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Hasbi, M., A. Lukito, and R. Sulaiman. "Mathematical Connection Middle-School Students 8th in Realistic Mathematics Education." Journal of Physics: Conference Series 1417 (December 2019): 012047. http://dx.doi.org/10.1088/1742-6596/1417/1/012047.
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Adliani, Siska, Asmin Asmin, and Hasratuddin Hasratuddin. "The Influence of Realistic Mathematical Approach to Understanding Concept and the Mathematical Connection Ability of Islamic Private Vocational School Students Hikmatul Fadhillah Medan Class VII." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (February 26, 2020): 487–99. http://dx.doi.org/10.33258/birle.v3i1.844.
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The purpose of this research in the design of Quasi Experiment is to investigate the effect of the Realistic Mathematical Approach (PMR) on the ability to understand students' mathematical concepts, the ability of students' mathematical connections and the interaction between learning approaches with students' initial abilities on the differences in the influence of students' understanding abilities and students' mathematical connections. The research was carried out at Hikmatul Fadhillah Islamic Private Middle School in class VII with 118 students. This research is an experimental study with a test-post-test control group design research design. The population in this study were all students of class VII by taking a sample of two classes (experimental class and control class) through random sampling techniques. Data obtained through KAM test, mathematics concept comprehension ability test, and mathematics connection ability test. Data were analyzed by two-way ANAVA test. Before using the two-way ANAVA test homogeneity tests were used in the study and normality in this study was 5% significant. The results of data analysis showed that the average concept comprehension ability test was 71.43 and the control class was 62.54, with a value of sig = 0 with 0 <5 0.05, so there was a difference in the effect of students' understanding of mathematics concepts being taught with a mathematical approach realistic mathematics (PMR) with the usual learning approach, the average test ability of experimental and control mathematical connections is 70.43 and 67.76 with sig = 0, with 0 <∝ 0.05, then there are differences in the effect of students' mathematical connection abilities taught with a realistic mathematics approach (PMR) and conventional learning approach, a significant value of 0.127, because 0.127> 0.05
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Yahya, Amran. "Kemampuan Koneksi Matematika Siswa Dalam Menyelesaikan Soal Matematika Bentuk Cerita Ditinjau Dari Kemampuan Awal Matematika Siswa SMP Negeri 1 Majene." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 14, no. 1 (May 22, 2018): 11. http://dx.doi.org/10.35329/fkip.v14i1.144.
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The type of this research is descriptive research that aims to determine the ability of students mathematical connections to solve the problem of story form on Triangle and Triangle material in class VII of SMP Negeri 1 Majene based on students' early math ability. The subjects of the study were 6 students consisting of 2 students with a high level of early math ability, 2 students with moderate level of math ability, and 2 students with low level of early math ability. The result of the research shows that (1) students with high level of high mathematics ability have high mathematical connection ability, students with high ability level can solve problems and connect them with mathematics, science (other), and daily life well. But there are students who have little problem in solving the problem (2) students with the basic level of mathematics skills have medium math connection ability, students with ability level are able to understand the problem, but have difficulty in solving the problem and connect it with mathematics concept, fields), and daily life. (3) students with low level of early math ability have low mathematical connection ability, Students with low ability level have difficulty in understanding determine the elements of the problem so that they can not solve the problem and connect it with mathematics, science (other), and also everyday life.
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Haji, Saleh, M. Ilham Abdullah, Syafdi Maizora, and Yumiati Yumiati. "DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING." Infinity Journal 6, no. 1 (January 24, 2017): 11. http://dx.doi.org/10.22460/infinity.v6i1.234.
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The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning
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Haji, Saleh, M. Ilham Abdullah, Syafdi Maizora, and Yumiati Yumiati. "DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING." Infinity Journal 6, no. 1 (January 29, 2017): 11. http://dx.doi.org/10.22460/infinity.v6i1.p11-20.
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The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning
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Putri, Runtyani Irjayanti, and Rusgianto Heri Santosa. "KEEFEKTIFAN STRATEGI REACT DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN PENYELESAIAN MASALAH, KONEKSI MATEMATIS, SELF EFFICACY." Jurnal Riset Pendidikan Matematika 2, no. 2 (November 2, 2015): 262. http://dx.doi.org/10.21831/jrpm.v2i2.7345.
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Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2) menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1) strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2) strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA THE EFFECTIVENESS OF REACT STRATEGY VIEWED FROM LEARNING ACHIEVEMENT, PROBLEM SOLVING ABILITY, MATHEMATICAL CONNECTION, SELF EFFICACY Abstract The aims of this study are to: (1) to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2) determine a more effective learning strategies between REACT strategy and conventional learning in the derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students.This study was a quasi-experimental research. Collecting data technique are test and nontest. Analyze data technique using one-sample t-test, Hotelling's T2-test, and t-Bonferroni test. The results show that: (1) The REACT strategy is effective in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students, and (2) REACT strategy is more effective than conventional learning in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of State Senior High School 4 Magelang Students Keywords: REACT strategy, mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of senior high school students
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Hidayat, Rachmat, Ignatius ., Mirna Dianita, and Niki Hadian. "Learning with Problem Solving Approach as Efforts to Improve the Ability of Mathematical Connection of Students in Accounting Study Programs in Bandung." International Journal of Engineering & Technology 7, no. 4.34 (December 13, 2018): 220. http://dx.doi.org/10.14419/ijet.v7i4.34.23895.
Full textAbstract:
The mathematics learning outcomes of accounting study program students in Bandung are still low. For this reason, efforts are needed to improve the mathematics learning outcomes of accounting study students in Bandung. One of the efforts that was taken was by increasing the ability of students' mathematical connections. In order for students' mathematical connection capabilities to increase, an alternative learning is needed namely learning using a problem-solving approach. The population in this study were students of study program in Bandung, while the sample in this study was the first semester students at Widyatama University who were randomly selected according to class. The instrument used in this study is a mathematical connection ability test in the form of a description, and a Likert scale of student attitudes. From the results of the test of the mathematical connection ability test, it was found that the test had high reliability. The validity of the item is high, the distinguishing power is quite good, and the difficulty level is moderate. Based on the results of the analysis of research data, it is known that students who obtain learning with a problem-solving approach have better connection capabilities when compared to students who obtain conventional learning. In general, student responses are positive.
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Matz, Karl A., and Cynthia Leier. "Word Problems and the Language Connection." Arithmetic Teacher 39, no. 8 (April 1992): 14–17. http://dx.doi.org/10.5951/at.39.8.0014.
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Problem solving is generally considered to be one of the essential mathematics skills. The National Council of Supervisors of Mathematics (1989) lists problem solving first among the twelve essential components for mathematical literacy. The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards (1989) recommends that problem solving begin early in the primary grades and that it include a variety of experiences. Word problems offer meaningful quantities and purpose for the calculations students make, but even so, many solvers find them difficult (Smith 1989).
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Nadhifah, Darin, Ganjar Susilo, and Besse Intan Permatasari. "Pengaruh Kemampuan Koneksi dan Disposisi Matematis Terhadap Hasil Belajar Siswa SMA Negeri 2 Balikpapan." ARITHMETIC: Academic Journal of Math 1, no. 1 (May 10, 2019): 23. http://dx.doi.org/10.29240/ja.v1i1.769.
Full textAbstract:
The purpose of this research was would know if there are effect mathematics connection ability and disposition to mathematics achievement student class XI SMA Negeri 2 Balikpapan in the Academic Year of 2017/2018. The research used in this study is quantitative and the type of ex-post facto research. The research sampling technique uses cluster random sampling. Data collection techniques used in this study were in the form of tests and questionnaires. Data analysis techniques using multiple linear regression analysis with hypothesis testing using f-test and t-test as a partial test to determine the independent variable mathematical connection (X1) on learning outcomes (Y) and mathematical disposition independent variable (X2) on mathematics learning outcomes (Y) , but before testing the hypothesis it is necessary to test the classical assumptions of normality test, linearity test, independent test, multicollinearity test, and heteroscedasticity test. The results in this study are 1) there is an influence of mathematical connection ability and mathematical disposition on mathematics learning outcomes; 2) there is an influence of mathematical connection ability on mathematics learning outcomes; 3) there is an influence of mathematical disposition on the learning outcomes of mathematics.