Algebraic Reasoning of Students with Logical-mathematical Intelligence and Visual-spatial Intelligence in Solving Algebraic Problems

Kobandaha, Putri Ekawaty; Fuad, Yusuf; Masriyah, Masriyah

doi:10.33122/ijtmer.v2i4.138

Cited by 8 publications

(4 citation statements)

References 3 publications

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“…Multiple intelligences merupakan berbagai bentuk keterampilan yang dimiliki peserta didik untuk menyelesaikan berbagai persoalan dalam pembelajaran matematika (Linas-Laguda, 2021). Menurut Gardner (Kobandaha et al, 2019) manusia memiliki banyak cara berbeda untuk belajar dan memproses informasi (multiple intelligences). Kecerdasan majemuk merupakan suatu perspektif yang instruksional yang fokusnya pada peserta didik dan kebutuhan untuk mengenali perbedaan peserta didik dalam belajar dan mengajar, kemudian proses belajar mengajar dikatakan berhasil ketika perbedaan peserta didik diakui, ditampung, dan dianalisis (Puspitarini, 2017) (Cerruti, 2013;Hyland, 2011).…”

Section: A Pendahuluanunclassified

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Analisis Proses Pemecahan Masalah Matematika Berdasarkan Multiple Intelligences Siswa SMK Negeri 2 Tuban

Kusuma

Yuliastuti²

2023

jrpm

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Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif bertujuan mendeskripsikan proses pemecahan masalah matematika berdasarkan multiple intelligences siswa. Subjek penelitian ini adalah siswa kelas XI SMK Negeri 2 Tuban semester ganjil tahun ajaran 2022/2023. Penentuan subjek peneltian menghasilkan empat subjek penelitian dimana 2 subjek mewakili tipe kecerdasan logis-matematis dan 2 subjek mewakili tipe kecerdasan visual-spasial. Data penelitian diperoleh dari tes tulis, wawancara, dan tes multiple intelligences. Teknik analisis data menggunakan 4 langkah yakni transkrip data verbal, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini memaparkan bahwa subjek visual-spasial menyelesaikan 4 tahapan pemecahan masalah yakni memahami masalah, menentukan rencana strategi pemecahan masalah, melaksanakan perencanaan penyelesaian masalah, dan melihat kembali jawaban. Sedangkan subjek logis-matematis menyelesaikan tiga tahapan pemecahan masalah yakni memahami masalah, menentukan rencana strategi pemecahan masalah, dan melaksanakan perencanaan penyelesaian masalah.

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Section: A Pendahuluanunclassified

“…Subjek VS2 juga mampu membuat sketsa berdasarkan permasalah dengan baik dan lengkap. Hal ini sesuai dengan pendapat Kobandaha, Subjek SV mampu mengidentifikasi hal-hal yang diketahui dan ditanyakan dalam pertanyaan-pertanyaan yang diberikan (Kobandaha et al, 2019).…”

Section: Masalah Keduaunclassified

Analisis Proses Pemecahan Masalah Matematika Berdasarkan Multiple Intelligences Siswa SMK Negeri 2 Tuban

Kusuma

Yuliastuti²

2023

jrpm

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“…In addition, learners with logicalmathematical and visual-spatial intelligence can accurately represent the situation or issue and solve it. They can find a general rule to solve problems (Kobandaha et al, 2019). In addition, Mel (2021) claimed that engineering students prefer to study using intrapersonal and bodilykinesthetic intelligence.…”

Section: Types Of Intelligence Of the Studentsmentioning

confidence: 99%

Multiple Intelligences and Perceptual Learning Style Preferences of Education and Engineering Students

Pocaan

2022

International Journal of Professional Development, Learners and

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Effective learning varies based on the students' different learning styles and intelligence across the curriculum. This research determines the learning styles and multiple intelligences of 250 second-year education students and 200 engineering students. It employed a stratified sampling technique in the data collection process. It reveals that individual, group, auditory, and visual learning are among engineering students' most common learning styles, while auditory, visual, and kinesthetic learning were the most prevalent among education students. Furthermore, engineering students most commonly demonstrated interpersonal, mathematical, and kinesthetic intelligence. Moreover, visual, linguistic, interpersonal, and kinesthetic intelligence were education students' most commonly exhibited intelligence. Most intelligence types and learning styles of education and engineering students show a moderate positive correlation. The results of this study suggest that employing teaching strategies based on learning styles and multiple intelligences may positively affect students' achievement. Likewise, the academic institutions must also consider the multiple intelligences in admitting students for any specific courses.

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“…The ability to make reason about good algebra will minimize the difficulties experienced by students related to symbols which is difficult to understand. Kobandaha and Fuad (2019) in their research state that: "One of the causes of these difficulties is the understanding of symbols, variables, which are in algebraic material. Though mastery of algebraic material is an important competency for middle school students."…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Student’s Algebraic Reasoning Abilities in Reflective and Impulsive Cognitive Styles

Prayitno¹,

Taufik²,

Nurhayati³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

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This study aims to describe the algebraic reasoning ability of high school students in reflective and impulsive cognitive styles. The design of this study is case study under qualitative descriptive research. Cluster sampling and purposive sampling were used as data collecting technique. The research subjects were four students of MA Nurul Huda Beringin with categories: two reflective subjects and two impulsive subjects. This study employed cognitive style test (MFFT), algebraic reasoning test, interview test and observation as the instruments. The data analysis techniques used in the form of data reduction, data presentation and drawing conclusions. The data were triangulated to test the validity. The results of the analysis algebraic reasoning abilities showed that the reflective subject has been able to meet the indicators at level 6 of algebraic reasoning (replacing numeric numbers with parameters, performing algebraic operations on two parameters and knowing the special nature of algebraic operations). Meanwhile, impulsive subjects have not been able to fulfill the indicators of level 6 algebraic reasoning (replacing numeric numbers with parameters, performing algebraic operations on two parameters and knowing the special nature of algebraic operations) in full. This is because the impulsive subject has not fully used the distributive property of algebraic multiplication in the process of solving three problems.

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Algebraic Reasoning of Students with Logical-mathematical Intelligence and Visual-spatial Intelligence in Solving Algebraic Problems

Cited by 8 publications

References 3 publications

Analisis Proses Pemecahan Masalah Matematika Berdasarkan Multiple Intelligences Siswa SMK Negeri 2 Tuban

Analisis Proses Pemecahan Masalah Matematika Berdasarkan Multiple Intelligences Siswa SMK Negeri 2 Tuban

Multiple Intelligences and Perceptual Learning Style Preferences of Education and Engineering Students

The Analysis of Student’s Algebraic Reasoning Abilities in Reflective and Impulsive Cognitive Styles

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