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Journal articles on the topic 'Mathematical ability'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Paulus, Christanti Fransina Angel, and Theresia Laurens. "The Effect of Early Mathematical Ability and Mathematical Communication Ability on Mathematical Problem Solving Ability." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 11, no. 2 (July 3, 2023): 134. http://dx.doi.org/10.26858/jdm.v11i2.51281.

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This study aims to look at the relationship between early math skills and mathematical communication skills on students' math problem solving abilities. The population in this study amounted to 151 students and a sample of 110 students was taken using the slovin formula. This research uses quantitative methods. The research data was collected through a research instrument in the form of a written test, then processed and analyzed using path analysis techniques. The results of this study indicate that (1) there is a relationship between early mathematical ability and mathematical problem solving ability; (2) there is a relationship between mathematical communication skills and mathematical problem solving abilities;

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2

Satriani, Dimas Hudda, Yuyu Yuhana, and Etika Khaerunnisa. "Analysis of Mathematics Literacy Ability in Solving PISA-type Questions viewed from Students’ Mathematical Disposition." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 80–90. http://dx.doi.org/10.24114/paradikma.v16i1.45514.

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The purpose of this research intended to described the qualities of students' mathematical dispositions and mathematical literacy in response to PISA-style questions. This research uses qualitative approaches and also incorporated within the qualitative descriptive research. The 39 students in class 10 MIPA who participated in the research were then reduced to three students to represent the low, medium, and high levels of disposition. The data were gathered using a questionnaire that measures students' mathematical disposition, a written essay test that measures students' mathematical literacy, and direct interviews. The outcome revealed that seven students fell into the low mathematical disposition category, 24 students had medium mathematical disposition, and eight students had high mathematical disposition. On the PISA scale of mathematical literacy, students with low mathematical disposition earn level 2, students with medium mathematical dsiposition achieved level 4 whereas those with strong mathematical disposition obtain level 6.

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3

Kattou, Maria, Katerina Kontoyianni, Demetra Pitta-Pantazi, and Constantinos Christou. "Connecting mathematical creativity to mathematical ability." ZDM 45, no. 2 (September 30, 2012): 167–81. http://dx.doi.org/10.1007/s11858-012-0467-1.

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4

Haris, Denny. "USING VIRTUAL LEARNING ENVIRONMENT ON REALISTIC MATHEMATICS EDUCATION TO ENHANCE SEVENTH GRADERS’ MATHEMATICAL MODELING ABILITY." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (June 28, 2022): 152–59. http://dx.doi.org/10.24114/sejpgsd.v12i2.35387.

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Many research studied that realistic mathematics education (RME) can be an alternative solution to students’ difficulties in learning mathematics. Various forms of technology additionally are further employed to support students' mathematical achievements. However, research on the implementation of virtual learning environments (VLE) with the RME approach is still lacking. The main goals of this research were to create an instructional process of virtual learning environments on realistic mathematics education to improve seventh graders' mathematical modeling abilities and to examine the effect of designs on mathematical modeling ability. Theory of realistic mathematics education and virtual learning environment literature were integrated. The design model developed was verified by experts to be tested. The pre-test / post-test test method was carried out to see the effectiveness of the design. The sixty-seventh graders from a secondary school in North Sumatera were selected as samples. The instructional process developed consists of four stages, namely (1) purposing contextual problems, (2) defining situations from contextual problems, (3) solving problems individually or in groups, and (4) reviewing and comparing solutions. The developed virtual learning environment consists of 5 components, namely (1) users management, (2) content and activities management, (3) resources management, (4) visualization and communication management, and (5) evaluation and assessment management. The mathematical modeling ability concerning experimental group students is significantly higher after being taught through a realistic mathematics education instructional process via a virtual learning environment. Comparison of the experimental group with the control group also showed the same results.

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5

Yunita, Mardhiyah, and Rizki Dwi Siswanto. "Analysis of Mathematical Communication Ability in Solving Story Problems Based on Mathematical Ability and Gender." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (February 23, 2023): 181–93. http://dx.doi.org/10.31943/mathline.v8i1.327.

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This study aims to test the written mathematical communication skills of students who st udy mathematics material about cubes and blocks at SMP 238 Jakarta. This study uses a qualitative descriptive methodology. Data collection using tests and interview. As a test of the v alidity of the data usin the triangulation technique was carried out by comparing the results of the subject’s mathematical communication ability test with the results of the interview. The subject of this study were students of class VIII SMP 238 Jakarta, totaling 6 students who were divide into 3 groups based on high, medium, and low level of mathematicl ability. This study uses 3 indicators, namely explaining mathematical ideas, situations and relationships/in writing, explaining mathematical ideas in the form of visual images/tables/diagrams, explaining ideas of problem situations picture or real objects into the language of symbols of mathematical models/mathematical expressions. This study revealed that students with high level of mathematical ability were able to answer questions on indicators 1, 2, and 3. Subjects with low level of mathematical ability were able to answer questions on indicators 1, 2, and 3 but still did not understand and were still in complete the method used in answering.

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6

Robinson, W. S. "Penrose and mathematical ability." Analysis 52, no. 2 (April 1, 1992): 80–87. http://dx.doi.org/10.1093/analys/52.2.80.

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7

Sanders, Barbara. "Mathematical ability, spatial ability, and remedial training." Behavioral and Brain Sciences 11, no. 2 (June 1988): 208–9. http://dx.doi.org/10.1017/s0140525x00049554.

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8

Octaviani, Armelia Dwi, Ana Rahmawati, and Dian Novita Rohmatin. "Analysis of Students' Mathematical Communication Ability in Solving Problems Viewed from the Mathematical Disposition." International Journal of Research Publication and Reviews 4, no. 3 (March 10, 2023): 1609–13. http://dx.doi.org/10.55248/gengpi.2023.32739.

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9

Nurdin, Anisa Nurfadilah, Rusli, Baso Intang Sappaile, Hastuty, and Sitti Masyitah Meliyana R. "Mathematical Critical Thinking Ability in Solving Mathematical Problems." ARRUS Journal of Social Sciences and Humanities 2, no. 2 (June 2, 2022): 136–43. http://dx.doi.org/10.35877/soshum795.

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This study aims to determine the mathematical critical thinking skills of class XII IPA 1 students at SMAN 5 Sidrap in solving mathematical problems in arithmetic sequences and series. The type of research used is descriptive research with a qualitative approach. In this study, there were 3 subjects, namely students with high, medium and low mathematical abilities. The instruments used in data collection were observation sheets, written tests and interview guidelines. The results showed that: (1) Students who met the Critical Thinking Level (CTL) 3 or critically were students who had high mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, are able to reveal existing facts, are able to determine the theorems used and detect bias, Students are able to work on questions according to the initial plan, able to express their arguments clearly, able to re-examine answers and draw conclusions. (2) Students who meet CTL 2 or are quite critical are students who have moderate mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, uncover existing facts, are able to determine the theorem used, are able to detect bias, are able to work on problems according to the initial plan, are able to express their arguments clearly, are less able to re-examine answers and draw a conclusion. (3) Students who meet CTL 0 or are not critical are students who have low mathematical abilities. At this critical thinking level, students have not been able to fulfill all indicators such as not being able to formulate the main points of the problem.

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10

Agustina, L., Zaenuri, and Wardono. "Description of students’ mathematical concept understanding ability, in terms of initial mathematical ability." Journal of Physics: Conference Series 1918, no. 4 (June 1, 2021): 042109. http://dx.doi.org/10.1088/1742-6596/1918/4/042109.

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11

Агаханов, Н., and N. Agahanov. "Mathematical Abilities in the Research of Foreign and Domestic Scientists." Profession-Oriented School 6, no. 4 (September 26, 2018): 3–10. http://dx.doi.org/10.12737/article_5b9a1960648853.29583309.

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In the article, on the basis of a wide range of studies, the views of foreign and domestic scientists on the specifi cs of mathematical abilities are presented, a comparative analysis of approaches is given and their structure is described. The most important cognitive characteristics of mathematically gifted students are described: the ability to memorize mathematical information, the ability to build and use mathematical structures, the ability to reverse the direction of thought, the ability to capture complex structures and work with them, the ability to build and use mathematical analogies, mathematical sensitivity and mathematical creativity. The most frequently encountered problems of mathematically gifted students are indicated: asynchronous development, problems of socialization, as well as problems with self-learning. The main features of mathematical abilities are generalized: the ability to generalize; logical and formalized thinking; fl exibility and depth, systematic, rational and reasoned reasoning; mathematical perception and memory.

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12

Hardianti, Siti, Thamrin Tayeb, Fitriani Nur, Ahmad Farham Majid, and Baharuddin Baharuddin. "THE ANALYSIS OF MATHEMATICAL PROOF ABILITY." MATEMATIKA DAN PEMBELAJARAN 8, no. 2 (December 31, 2020): 102–11. http://dx.doi.org/10.33477/mp.v8i2.1528.

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The ability to prove mathematically is one of the important abilities in learning mathematics. This study aims to determine students' mathematical proof ability. This type of research is a qualitative descriptive study, which involved 38 sixth semester students of the Mathematics Education Department, Tarbiyah and Teacher Training College, Alauddin Makassar State Islamic University with 3 of them being interview subjects. The instruments and data collection techniques used were researchers using diagnostic tests and interview guides. The analysis techniques used are data reduction, display data, and conclusion drawing / verification. The result of this research is that the students' mathematical proving ability in working on the questions is not optimal. In the indicator of the ability to construct evidence, students are less able to make connections between known facts and the elements to be proven. Furthermore, on the indicator of the ability to read a proof, students are less able to use definitions as a basis for providing arguments.

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Firdiani, N. H., T. Herman, and A. Hasanah. "Gender and mathematical communication ability." Journal of Physics: Conference Series 1521 (April 2020): 032095. http://dx.doi.org/10.1088/1742-6596/1521/3/032095.

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14

Kadarisma, G., A. Nurjaman, I. P. Sari, and R. Amelia. "Gender and mathematical reasoning ability." Journal of Physics: Conference Series 1157 (February 2019): 042109. http://dx.doi.org/10.1088/1742-6596/1157/4/042109.

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15

Bryden, M. P. "Cerebral organization and mathematical ability." Behavioral and Brain Sciences 11, no. 2 (June 1988): 186–87. http://dx.doi.org/10.1017/s0140525x00049293.

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16

Beevers, C. E., G. R. McGuire, G. Stirling, and D. G. Wild. "Mathematical ability assessed by computer." Computers & Education 25, no. 3 (November 1995): 123–32. http://dx.doi.org/10.1016/0360-1315(95)00049-6.

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17

Bhambani, Dr Ambika. "Weather forecasting through mathematical ability." International Journal of Statistics and Applied Mathematics 8, no. 2 (March 1, 2023): 83–89. http://dx.doi.org/10.22271/maths.2023.v8.i2b.956.

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18

Choi, Hye-Jin, Eun Lae Cho, and Sun Young Kim. "The Effects of Counting Ability on Young Children's Mathematical Ability and Mathematical Learning Potential." Korean Journal of Child Studies 34, no. 1 (February 28, 2013): 123–40. http://dx.doi.org/10.5723/kjcs.2013.34.1.123.

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19

Maysarah, Siti, Sahat Saragih, and Dian Armanto. "Analysis of Students' Mathematical Literacy Ability in Solving Linear Equations of Two Variables." Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains 11, no. 02 (December 31, 2023): 247–56. http://dx.doi.org/10.24952/logaritma.v11i02.10019.

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The purpose of this study was to analyze students' mathematical literacy ability in solving problems related to the material of a two-variable system of linear equations. This type of research is descriptive qualitative research. The results of this study are in the form of a description of indicators of mathematical literacy ability, namely: (1) identifying facts mathematically, (2) formulating problems mathematically, (3) using mathematical concepts to solve problems, (4) carrying out calculations based on certain procedures, and (5) draw conclusions. The sample in this study were 10 students of MTs Nurul Khairiyah Deli Serdang. Based on the results of the study, it was found that the average score of students' mathematical literacy abilities per indicator in solving linear equations of two variables, namely (1) identifying facts mathematically obtained 22.5%, (2) formulating problems mathematically obtained 90%, (3) using mathematical concepts to solve problems obtained 93.75%, (4) carrying out calculations based on certain procedures 92.5%, and (5) drawing conclusions obtained 83.75%.

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20

Sarjana, Ketut, and Ni Made Intan Kertiyani. "Verbal and Numerical Ability: Their Correlation with Mathematical Modeling Ability." Media Pendidikan Matematika 10, no. 2 (December 10, 2022): 20. http://dx.doi.org/10.33394/mpm.v10i2.5772.

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This study focuses on analyzing the relationship between verbal and numerical abilities in the ability to make mathematical models. The population of this study is junior high school students who use the 2013 curriculum in Mataram City. The research sample was taken with a stratified cluster sampling system. The sample used was 411 students. Data were taken using 3 tests, namely verbal ability test, numerical ability, and ability to make mathematical models. The data was collected using descriptive statistics and inferential statistics, namely multiple linear regression analysis. Descriptive statistics show that more than half of the respondents are in the medium or high category for the three abilities tested. Furthermore, based on the results of inferential statistics, it is found that verbal and numerical abilities have a significant effect on the ability to make mathematical models. The relationship between the three variables, namely Y=0.355X1+0.204 X2-5.446, where Y is the score of the ability to make mathematical models, X1 is the score of verbal ability and X2 is the score of numerical ability. Together, verbal and numeric abilities affect the ability to make mathematical models by 61.2%. Meanwhile, the verbal ability has a direct effect on the ability to make mathematical models at 35.5%. The numerical ability has a direct effect on the ability of mathematical models by 56.6%. The findings imply that enhancing both verbal and numerical abilities at the same time can boost the effectiveness of mathematical models more effectively than enhancing each ability separately.

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21

Perbowo, Krisna Satrio, Windia Hadi, and Tuti Haryati. "PROFILE OF MATHEMATICAL COMMUNICATION’S ABILITY BASED ON LEVEL OF PROBLEM SOLVING’S ABILITY." Sigma 5, no. 2 (March 1, 2020): 65. http://dx.doi.org/10.36513/sigma.v5i2.647.

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Abstract : This study was aimed to define profile of mathematical communication based on the level of problem solving ability on secondary students. This study used mixed methods model with explanatory type. This sample used 30 secondary school students who was chosen based on teachers’ recommendation. The result shown that there are 16,67% students whose problem solving’s ability were placed on low level If we look on mathematical communication ability’s side, most of students faced on the diffulties of projecting figures into mathematical ideas. Students still made mistakes on calculating and the indicators was difficult when it stated to project any figures into mathematical ideas while the indicator that appear frequently was stated events or ideas in mathematical laguage. There are 70% students that whose problem solving ability were placed on medium level. If we look on mathematical conection ability most of information as shown unclearly and faced on difficulties when they summarize conclusion, they stated it into mathematical symbol. There are 13,33% students whose problem solving ability were pleced on high level and unclear to every single information that was told within solving strategy which directly on solving essentials. Keywords: Profile of mathematical Ability, Mathematical Communication, Problem Solving

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22

Sari, Suci Indah, and Kurnia Rahmi Yuberta. "Analysis of Mathematical Communication Ability in Terms of Student's Numerical Ability." Rangkiang Mathematics Journal 1, no. 2 (November 16, 2022): 81–90. http://dx.doi.org/10.24036/rmj.v1i2.7.

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Abstrac- This research is motivated by the low mathematical communication skills of students. Students have difficulty in expressing problems into mathematical notation and performing arithmetic operations and re-expressing mathematical descriptions. This is related to the students' numerical ability. Therefore, this study aims to describe students' mathematical communication skills in terms of high, medium and low numerical abilities. The type of research used is descriptive qualitative research. The subjects in this study were students of class X IPA-1 SMA N 1 Kec. Lareh Sago Halaban which consists of 6 students with 2 students each with high, medium and low numerical abilities. The instruments used in collecting data in this study include the researcher as the main instrument, and supporting instruments in the form of numerical ability tests, tests of students' mathematical communication skills and interview guidelines, with data collection techniques carried out by tests and interviews. The data analysis technique used is the Miles and Huberman concept, namely data reduction, data presentation and conclusion drawing. Checking the validity of the data used is triangulation technique. The results showed that subjects with high numerical abilities were easier to interpret and communicate mathematical ideas and ideas. Subjects with moderate numerical ability tend to be less capable and have little difficulty in interpreting and communicating mathematical ideas. And subjects with low numerical ability tend to be unable to interpret and communicate mathematical ideas.

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Candraningtyas, Sekar Rani, and Hikmatul Khusna. "Computational thinking ability becomes a predictor of mathematical critical thinking ability." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 5, no. 2 (December 31, 2023): 247–63. http://dx.doi.org/10.35316/alifmatika.2023.v5i2.247-263.

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This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.

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Tupulu, Nasri, Yulis Jamiah, Rustam Rustam, and Dona Fitriawan. "Pengembangan Kemampuan Berpikir Matematis untuk Penguatan Disposisi Matematis Melalui Kolaborasi antara Siswa dan Guru." Media Pendidikan Matematika 11, no. 1 (June 30, 2023): 131. http://dx.doi.org/10.33394/mpm.v11i1.7853.

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The purpose of this study was to determine the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers. Qualitative type research with R&D development research design. the data comes from 20 class XA students at Maniamas Ngabang High School in the matrix material for the 2021/2022 school year. The research results obtained that: 1) there are several steps of mathematical thinking ability to strengthen mathematical disposition through collaboration between students and teachers which can be seen during the process of learning activities and when solving matrix questions where students have fulfilled all four indicators of mathematical thinking ability seen from learning activities in The 2nd RPP namely deepening, guessing, generalizing, and convincing; 2) the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers is in accordance with the visible results of students' mathematical thinking abilities being met where students solve problems well and have indicators of ability to think mathematically and have an attitude of confidence, persistence, tenacity, in doing all math assignments and have a high curiosity in mathematics.

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Nurfadilah, Ilma, Hepsi Nindiasari, and Abdul Fatah. "USING REALISTIC MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON STUDENTS’ MATHEMATICAL INITIAL ABILITY." Prima: Jurnal Pendidikan Matematika 5, no. 1 (January 28, 2021): 35. http://dx.doi.org/10.31000/prima.v5i1.3166.

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The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in real terms, so the learning approach used in this study has to lead students to be active in learning. One of active learning approach is the Realistic Mathematics Education (RME). This study is an experimental research. The goals of this study are: 1. Is the mathematical problem-solving abilities of students who used the RME approach better than students who used the scientific approac? 2. Determine whether there is an interaction between the learning approach and the mathematical initial ability (high, medium, low) on students' mathematical problem-solving abilities. The results showed: 1. The mathematical problem-solving abilities of students who used the RME approach was better than students who used the scientific approach; 2. There is no interaction between the learning approach and mathematical initial abilities (high, medium, low) on students' mathematical problem-solving abilities.

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Sri Wahyuning, Lis Diana, and Nida Sri Utami. "Mathematical Representation Ability-Based Mathematical Contextual Problems of Sequences and Progression Material." VYGOTSKY 6, no. 1 (February 29, 2024): 61–70. http://dx.doi.org/10.30736/voj.v6i1.999.

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This research objective is to analyze and explain the student’s capacity for mathematical representation based on mathematical contextual problems of arithmetic and geometric sequences and progression material. Students enrolled in SMA 1 Sukoharjo X.E10 were the subject of this research. The data collection process used interviews, tests, and documentation. This research used a descriptive research approach with a qualitative research type. Based on the findings of this research, students who have visual representation skills in mathematics are more likely to complete challenges that involve visuals, such as diagrams. Typically, mathematically symbolic representation-capable pupils utilize mathematical formulas and symbols to solve problems. Furthermore, students who have the ability to verbally represent mathematics have a tendency to encrypt problem-solving steps into words.

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27

Al-Hanifah, Jihan Azizah, Yus Mochamad Cholily, and Siti Khoiruli Ummah. "Analysis of Students' Analytical Thinking Ability and Mathematical Communication Using Online Group Investigation Learning Model." Mathematics Education Journal 7, no. 1 (March 1, 2023): 100–113. http://dx.doi.org/10.22219/mej.v7i1.23342.

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Analytical thinking and mathematical communication are abilities included in the learning process objectives. This study aims to describe students' analytical thinking skills and mathematical communication using the online group investigation cooperative learning model. The subjects of this research were 30 students of class VIII-C. The type of research used is descriptive qualitative. The data to determine the implementation of learning and the ability to think analytically and communicate mathematically are observations, documentation, and tests. The study results show that the online group investigation type cooperative learning model implementation takes place following the steps of group investigation learning. The results of the ability to think analytically and communicate mathematically meet all indicators. The distinguishing indicator of analytical thinking ability is the most widely achieved, and the one that has yet to be completed much is the attributing indicator. So that students' analytical thinking skills have an analytical category. The most widely conducted indicator of mathematical communication ability is the indicator of expressing mathematical ideas in writing. What has yet to be widely achieved is the indicator of analyzing and evaluating mathematical concepts. So that students' mathematical communication skills have a mathematical category.

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Purwaningsih, Dian. "The Influence Of Intensity And Habits Learning On Mathematical Critical Thinking Ability." Mathematics Education Journal 2, no. 2 (August 28, 2018): 115. http://dx.doi.org/10.22219/mej.v2i2.6496.

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The problems often faced by students in the learning process are theability to solve mathematical problems. The process of solvingmathematical problems requires thinking skills. Thinking skills needed toprovide creative ideas in solving mathematical problems include criticalthinking skills. The understanding of students in providing creative ideas isstill low and the ability of students to identify a mathematical problem isstill low. The purpose of this study was to determine the effect of learningintensity on the ability to think critically mathematically, to determine theeffect of learning habits on mathematical critical thinking skills, todetermine the effect of learning intensity and learning habits onmathematical critical thinking skills. This type of research is explanatoryresearch. The results of this study, namely there is a positive influence onlearning intensity on mathematical critical thinking skills, there is a positiveinfluence on learning habits on mathematical critical thinking skills, there isa positive influence on intensity and learning habits on mathematical criticalthinking skills.

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Ramal, Ramal Fitra, Meiliasari Meiliasari, and Lukman EL Hakim. "Systematic Literature Review: Kemampuan Berpikir Kreatif Matematis." Griya Journal of Mathematics Education and Application 3, no. 1 (March 31, 2023): 36–42. http://dx.doi.org/10.29303/griya.v3i1.266.

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This study discusses the meaning and indicators of mathematical creative thinking ability. The research method used is library research. Based on the results of the study it was found that the ability to think creatively mathematically is the ability to solve open-ended mathematical events by presenting various new ideas. The indicators for measuring the ability to think creatively mathematically are fluency, flexibility, originality, and elaboration.

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Sohaimi, Anis Syafiqah, Dwi Maulida Sari, Rahma Dyah Sari Purba, and Rahmat Badawi. "Analysis of Mathematics Literacy Ability." Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains 10, no. 2 (December 19, 2022): 181–94. http://dx.doi.org/10.24952/logaritma.v10i2.6143.

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Education can develop students' potential, while mathematics education is an effort to improve students' mathematical abilities and increase students' intelligence. Mathematics is used as a tool to develop these mathematical abilities, this shows that mathematics is a very important science, but many students view mathematics as the most difficult field of study, this is because students often have difficulty understanding math problems so they often do mistakes in solving the given questions. Mathematical Literacy Ability is an ability that supports the development of the five mathematical abilities termed as mathematical power. Therefore, mathematical literacy is referred to as the minimum ability that someone has in the field of mathematics. The type of research used is qualitative research with a descriptive approach. Based on the results of the acquisition of the score for each student given, the score of the results of the mathematical literacy ability test in solving PISA questions for students is in the less category as many as 25 people, 5 is enough and not in the Good category. The overall average is 58.5. It can be seen that the average score of the results of the mathematical literacy ability test is in the Less category.

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Pozehl, Bunny J. "Mathematical Calculation Ability and Mathematical Anxiety of Baccalaureate Nursing Students." Journal of Nursing Education 35, no. 1 (January 1996): 37–39. http://dx.doi.org/10.3928/0148-4834-19960101-11.

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32

Yulia, Yulia, Martin Kustati, and Juli Afriadi. "Mathematical Literacy: A Case Study on Padang Students' Mathematical Ability." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (June 15, 2021): 109–20. http://dx.doi.org/10.24042/ajpm.v12i1.8538.

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This study aims to analyze student mathematical literacy ability from the perspective of students' Mathematical Ability. This research is a descriptive study with a qualitative approach. The research subjects were three students of XI IPA 1 MAN 1 Padang with different mathematical abilities: low, medium, and high. Data were collected through documentation, tests, and interviews. The results of the analysis show that students with high abilities can solve routine problems, interpret problems and solve them with formulas, carry out procedures well, can deal with complex situations, use their reasoning in solving problems, can work effectively and interpret different representations and then relate them to the real world. Students with moderate abilities can solve routine problems, interpret problems and solve them with formulas, and carry out procedures properly. Meanwhile, students with low abilities are only able to solve routine questions. Based on these results, it is necessary to look for strategies in the mathematics learning process, which enable the improvement of students' mathematical literacy skills.

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Pratama, M. A. "Mathematical critical thinking ability and students’ confidence in mathematical literacy." Journal of Physics: Conference Series 1663 (October 2020): 012028. http://dx.doi.org/10.1088/1742-6596/1663/1/012028.

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Siti Norhidayah. "Mathematical Reasoning Ability as a Tool to improve Mathematical Literacy." Hipotenusa: Journal of Mathematical Society 5, no. 2 (December 17, 2023): 147–58. http://dx.doi.org/10.18326/hipotenusa.v5i2.565.

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Mathematical reasoning is one of the competencies needed to improve mathematical literacy. Mathematical reasoning is very influential in relation to other sciences and in daily life. This research is a descriptive research with the purpose of describing mathematical reasoning ability of Semester 1 students of Mechanical Engineering Study Program of Balikpapan University. The result of the research shows that there is a good mathematical reasoning in Mechanical Engineering 1st Semester Class A1 Academic Year 2023/2024. With good mathematical reasoning, it can be said that their mathematical literacy is also good enough. Mechanical Engineering students who have good mathematical reasoning will be very supportive in understanding other sciences, especially science in the field of Mechanical Engineering. The problems that arise in the process of mathematical reasoning of Mechanical Engineering Semester 1 students include not understanding the meaning of the problem command, difficulty starting the work steps, lack of accuracy when operating numbers, inability to use certain theories / formulas / rules in solving problems, inability to conclude answers, usually the answer only stops at the calculation result without concluding the results. For students whose achievement of mathematical reasoning ability indicators is still low, it can be helped by often practicing working on problems that require mathematical reasoning. This is one way for teachers to improve their students' mathematical reasoning skills.

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Asgafi, Alwi, Muhammad Saidun Anwar, Choirudin Choirudin, Rani Darmayanti, and Usmiyatun Usmiyatun. "Analysis of students' mathematical communication ability on student learning styles." AMCA Journal of Science and Technology 3, no. 2 (July 28, 2023): 36–39. http://dx.doi.org/10.51773/ajst.v3i2.270.

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Students' mathematical communication ability is their ability to communicate mathematical concepts orally and in writing. The inability of students to fulfill indicators of their ability to relate something that happens to mathematical ideas, in addition to the failure of students to explain concepts, situations, and mathematical relationships, is the root cause of students' low ability to communicate mathematically. This study aimed to determine the mathematical communication abilities of students whose learning styles ranged from high to low. This research is descriptive qualitative research. A qualitative approach was chosen because this study used written and oral data. Class VII students of MTs Ma'arif Roudlotut Tholibin Metro, consisting of six male students and ten female students with various learning styles, were the subjects of this study. This study used interviews, learning-style questionnaires, and tests to collect data. Sources of information were obtained from the results of surveys on learning styles, tests, and interviews acquired from students. After being seen and researched, the results show that different learning styles have different abilities in mathematical communication. Based on student learning styles, the test scores for auditory learning styles are 77, visual 65, kinesthetic 62.5, and read and write 70. Therefore, it can be concluded that compared to students who use other learning styles, students with visual learning styles have better mathematical communication abilities.

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Kusnadi, F. N., T. K. Rachmawati, A. H. Syaf, and H. Sugilar. "3D Grapher application: Mathematical spatial ability." Journal of Physics: Conference Series 1869, no. 1 (April 1, 2021): 012123. http://dx.doi.org/10.1088/1742-6596/1869/1/012123.

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Isrokatun, I., C. S. Haryani, and N. I. Rahmi. "Analysis of mathematical problem-posing ability." Journal of Physics: Conference Series 1869, no. 1 (April 1, 2021): 012122. http://dx.doi.org/10.1088/1742-6596/1869/1/012122.

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Septian, Ari, Sri Adi Widodo, Ismi Nur Afifah, Dinda Zahrotun Nisa, Neneng Pitaloka Kusumah Putri, Mutia Dyaning Tyas, Rhahiliyah Hafza Nisa, and Ani Andriani. "Mathematical Problem Solving Ability in Indonesia." Journal of Instructional Mathematics 3, no. 1 (May 9, 2022): 16–25. http://dx.doi.org/10.37640/jim.v3i1.1223.

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This study aims to provide knowledge and references to researchers as a basis that will be used in further research. The method used is the Systematic Literature Review (SLR), which identifies, classifies, and categorizes certain topics related to research on students' mathematical problem solving abilities in Indonesia. The data used are 33 articles that have SINTA 1 and SINTA 2 accredited criteria, such as in the journals AKSIOMA and KREANO, which were taken within the last 3 years, namely 2019 to 2021. The data are grouped into 6 discussions, namely a list of journal names, year published articles, methods used, research subjects, teaching materials used, and research results. In most articles, the most widely used research method in qualitative research methods, and the research subject is 8th grade of junior high school. It was also found that 10th grade of senior high school, 11th grade of senior high school, and 10th grade of vocational high school were also research subjects. While the material in the research is mostly found about constructing flat side spaces.

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Dewi, N. R., F. Y. Arini, S. Suhito, M. Mulyono, and Masrukan. "Gender perspective in mathematical thinking ability." Journal of Physics: Conference Series 1321 (October 2019): 022094. http://dx.doi.org/10.1088/1742-6596/1321/2/022094.

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Penrose, R. "Comments on 'Penrose and mathematical ability'." Analysis 52, no. 2 (April 1, 1992): 87–88. http://dx.doi.org/10.1093/analys/52.2.87.

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Wijsman, Ellen M., Nancy M. Robinson, Kathryn H. Ainsworth, Elisabeth A. Rosenthal, Ted Holzman, and Wendy H. Raskind. "Familial Aggregation Patterns in Mathematical Ability." Behavior Genetics 34, no. 1 (January 2004): 51–62. http://dx.doi.org/10.1023/b:bege.0000009476.33020.b9.

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Davasligil, Ümit. "Early Prediction of High Mathematical Ability." Gifted and Talented International 19, no. 2 (September 2004): 76–85. http://dx.doi.org/10.1080/15332276.2004.11673040.

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Tokada, D., T. Herman, and Suhendra. "Discovery Learning for Mathematical Literacy Ability." Journal of Physics: Conference Series 895 (September 2017): 012077. http://dx.doi.org/10.1088/1742-6596/895/1/012077.

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Pangaribuan, T. R., B. A. P. Martadiputra, D. Usdiyana, and R. O. Sihotang. "Students mathematical communication ability in geometry." Journal of Physics: Conference Series 1521 (April 2020): 032016. http://dx.doi.org/10.1088/1742-6596/1521/3/032016.

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Hanifah, S. B. Waluya, Rochmad, and Wardono. "Mathematical Representation Ability and Self -Efficacy." Journal of Physics: Conference Series 1613 (August 2020): 012062. http://dx.doi.org/10.1088/1742-6596/1613/1/012062.

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Mevarech, Zemira R. "Metacognition, General Ability, and Mathematical Understanding." Early Education & Development 6, no. 2 (April 1995): 155–68. http://dx.doi.org/10.1207/s15566935eed0602_4.

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Nurjanah, N., T. Herman, and S. Prabawanto. "Analysis of students mathematical communication ability." Journal of Physics: Conference Series 1157 (February 2019): 032124. http://dx.doi.org/10.1088/1742-6596/1157/3/032124.

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Searleman, Alan. "Neuropsychological factors and mathematical reasoning ability." Behavioral and Brain Sciences 11, no. 2 (June 1988): 209–10. http://dx.doi.org/10.1017/s0140525x00049566.

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Williams, Amber. "Does Mathematical Ability Predict Career Success?" Scientific American 312, no. 2 (January 20, 2015): 28. http://dx.doi.org/10.1038/scientificamerican0215-28a.

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Herdiyanus Warae, Putriani Ndruru, and Restu Dohude. "STUDENTS' MATHEMATICAL REASONING ABILITY IN LEARNING." AFORE : Jurnal Pendidikan Matematika 1, no. 2 (January 21, 2023): 138–47. http://dx.doi.org/10.57094/afore.v1i2.575.

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The research used a qualitative research approach with a descriptive research type. The informants in this study were class X SMK in Lolomaya Village. Data collection carried out in this study were tests and interviews. The test is used to determine students' mathematical reasoning abilities by using 5 item description questions that contain reasoning. Interviews were conducted to find out in depth students' mathematical reasoning abilities in solving mathematical problems which were attended by 6 students out of 10 students who were selected based on student abilities, namely 2 students with high abilities, 2 students with moderate abilities and 2 students with low abilities. The results of this study are (1) high ability students fulfill the indicators by making conjectures; perform mathematical manipulations; compiling evidence; draw conclusions from a statement and check the validity of an argument. (2) students who are capable of fulfilling the indicators submit conjectures and check the validity of an argument. (3) students who have low ability to meet the indicators submit conjectures

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