An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

Anggoro, Bambang Sri; Agustina, Safitri; Komala, Ramadhana; Komarudin, Komarudin; Jermsittiparsert, Kittisak; Widyastuti, Widyastuti

doi:10.24042/ajpm.v10i2.3541

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…This type of learning style is that students rely solely on the ability to hear. The auditorial learning style is a learning style that utilizes the sense of hearing to facilitate the learning process (Anggoro, et al, 2019). DePorter & Hernacki (2007) explain in detail the characteristics of students with auditory learning styles as follows: (a) talking to themselves at work, (b) easily distracted by noise, (c) likes to read aloud and listen, (d) find it difficult to writes, but is great at storytelling, (e) learns by listening and remembering what is discussed rather than seen, (f) likes to talk, likes to discuss and explain things at length.…”

Section: Conditioning the Learning Environmentmentioning

confidence: 99%

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

Dariyani

Marlina²,

Sriyanti³

et al. 2022

JIPI

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Learning with a new paradigm is designed based on the principle of differentiated learning so that each student learns according to their needs and stage of development. This study aims to obtain an overview of the trends in the learning styles of students at public senior high school 1 Semendawai Suku III East Oku. These results are intended for initial assessment in preparing differentiated teaching modules that will be used in differentiated learning. This research is a qualitative descriptive study. The method used is a survey using a learning style questionnaire developed by chislett and chapman. The survey results were then analyzed and grouped by researchers according to the characteristics of students' learning styles, namely visual, auditory, and kinesthetic learning styles. The sample used is class x as much as one class, this class is a model to find out how learning styles can be found in other classes. Based on the results of the study, it was found that every student has a tendency to learn styles, be it visual, audio, or kinesthetic. From the analysis of the learning styles of students at public senior high school 1 semendawai Suku, east oku, the results showed that the tendency of students' learning styles was audio by 46%, visual learning styles by 39%, and kinesthetic learning styles by 15%. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles

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Section: Conditioning the Learning Environmentmentioning

confidence: 99%

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

Dariyani

Marlina²,

Sriyanti³

et al. 2022

JIPI

View full text Add to dashboard Cite

show abstract

“…Problem-solving activity is closely related to cognitive and metacognitive activity. Metacognitive skills are important in all mathematical performance, including problem-solving (Anggoro et al, 2019;Chytrỳ et al, 2020;Garofalo & Lester Jr, 1985;Magiera & Zawojewski, 2011;Zhao et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive failure in constructing proof and how to scaffold it

Wulan

Subanji

Muksar

2021

ajpm

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This research aims to describe the students’ metacognitive failure in constructing proof and the scaffolding support. The participants of this qualitative case study were eight preservice mathematics teachers of six-semester, State University of Malang. We carried out a test about proof construction problems in Abstract Algebra. Then we verified the data using triangulation of constant comparative method from a test and a task-based interview with the stimulated recall. The results indicated two groups of students in proving strategy. Group I performed “appropriate” syntactic strategy and Group II vice versa. Blindness was experienced by the subject that does not recognize errors detection or the ambiguity of the proof. Mirage occurred when the subject recognizes an error detection on the proper strategy or application of a theorem, then is unable to verify the truth of his work. Misdirection appeared when the subject recognizes a lack of progress, then uses an incomplete or irrelevant concept. Vandalism emerged with no progress or detection of errors of the strategy then the subject performs some irrelevant steps to the issue or uses a misconception. Practically, the teachers can use these results for learning innovations in scaffolding-based proof courses. The scaffolding might need some development and application in supporting students to overcome difficulty in proving mathematical sentences.

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“…The students also feel bored in class (Daschmann et al, 2014;Kristin, 2016;Yasin et al, 2020). This problem can be minimized by applying a fun learning model yet places more emphasis on the concept of thinking (Anggoro, Agustina, et al, 2019;Diez-Olivan et al, 2019;Ismanto et al, 2019). The learning model applied was Bamboo Dance (BD) learning model combined with Course Review Horay (CRH).…”

Section: Introductionmentioning

confidence: 99%

Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking?

Suherman¹,

Lakatos

Muhammad

et al. 2021

ajpm

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Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking.

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An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

Cited by 3 publications

References 10 publications

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

Metacognitive failure in constructing proof and how to scaffold it

Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking?

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