Curiosity Towards Stem Education: A Questionnaire for Primary School Students

Ahmad, Jamilah; Siew, Nyet Moi

doi:10.33225/jbse/21.20.289

Cited by 9 publications

(7 citation statements)

References 41 publications

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“…The results of this research contributed to developing the results of previous research on curiosity [1], [4], [8], [10]- [12]by showing that curiosity is correlated with one's mathematical creativity and also curiosity has a positive effect on students' mathematical creativity. The effect of curiosity on students' mathematical creativity is 43%.…”

Section: Discussionmentioning

confidence: 53%

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The Effect of Curiosity on Mathematical Creativity

Setiawan¹,

Surahmat²

2022

Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indones

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One of the important to consider in supporting successful learning is curiosity and creativity. The purpose of this study was to determine the effect of curiosity on mathematical creativity. This type of research is quantitative research. By using a random sampling technique, the sample of this research was 65 students in one semester of the mathematics education study program at the Islamic University of Malang. The data collected in this research is the result of a questionnaire about students' mathematical curiosity and creativity. The questionnaire in this study consisted of a questionnaire about curiosity and a questionnaire about mathematical creativity. The questionnaire used in this study has met the validity and reliability. The results of the questionnaire were analyzed by correlation test and linear regression test with the help of SPSS. The results showed that there was a correlation between curiosity and mathematical creativity. The results also show that curiosity has a positive effect on mathematical creativity by 43%. This influence is due to four things, namely curiosity about new information, alternative solutions, solutions to difficult questions, and errors in solving problems. Thus learning is expected to rise high curiosity, so that mathematical creativity increases.

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Section: Discussionmentioning

confidence: 53%

“…Curiosity is one of the important factors that must be considered in learning mathematics. Because curiosity affects the transformation of students into active individuals [1]. This curiosity is by human development which makes a person learn something, thus gaining new knowledge and skills [2], [3].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Curiosity on Mathematical Creativity

Setiawan¹,

Surahmat²

2022

Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indones

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“…This is mainly caused by some students' incorrect attitudes towards answering test questions. Except A12, the correlation coefficient of other questions ranges from 0.3 to 0.6, indicating that the test scale has good discrimination ability and can really measure the level of students' logical reasoning literacy (Ahmad & Siew, 2021) Through the overall quality analysis of evaluation tools and the quality analysis of tool test questions, the results show that the evaluation tool in this study has good reliability and validity, that is, the test tool can accurately and effectively evaluate the level of logical reasoning literacy of junior and senior three students.…”

Section: Overall Quality Analysis Of Evaluation Toolsmentioning

confidence: 99%

Measuring Student’s Logical Reasoning Skills of Chinese Senior High School Using Rasch Measurement Model

Gan

Wijaya

2021

JM-MEJ

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This study aims to develop an evaluation tool to evaluate the overall logical reasoning core literacy skill and understand the differences in logical reasoning skills between students of different classes and genders. The quality of the developed evaluation tool is tested and optimized based on the Rasch model. The measured sample data are processed and analyzed by winsteps software and SPSS software. 122 senior three students from different classes were evaluated by the developed logical reasoning literacy level evaluation tool with good reliability and validity. It was found that the overall logical reasoning skills of senior high school students was concentrated in Level II, and some students could reach Level III; there are obvious differences in the level of logical reasoning skills between the experimental class and the ordinary class. The overall level of the experimental class is higher than that of the ordinary class; there is little difference in the distribution of male and female at the low level, but compared with male, female' literacy Level Is obviously limited after reaching a certain level, so it is difficult to break through and rise to the third level.

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“…Table shows the specific classification of the students' abilities, which were more in the moderate, high and low ability groups than the very low and very high ability groups. The Guttman scalogram observed the student answers on each item and ranked their abilities from the highest to the lowest [12]. As shown in Figure 4, five people in class 9A, three in 9B as well as two in 9C, 9D, and 9H achieved perfect scores.…”

Section: The Wright Maps (Or Person-item Distribution Map)mentioning

confidence: 99%

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

Tt¹

2021

Preprint

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The National Examination in Indonesia has been abolished since 2020. Hence, the Indonesian junior high schools makes its final examination items for the 9th-grade, and from the results, the school determines students' graduation. The final examination has an important role and significant value in making decisions about students' graduation. Therefore, this study is aimed to analyze the Online Final Examination items in one of the public junior high schools in Bandung. The sample was 234 students in grade 9 using their mathematics examination tests, comprising 20 multiple-choice items with 4 options, while the data processing used Winsteps software with the Rasch modeling technique. Subsequently, the Rasch model results showed an acceptable person separation statistic of 1.54 and sufficient person reliability at 0.74. The item separation statistics was in a good category at 4.59, while the item reliability at 0.95 was excellent. Although four online final examination items were in the fit category, 16 were good and capable of dividing students according to their abilities. The result also provided very detailed data about the quality of the items and the ability of each grade 9 student. Since each test item is included in the fit category, this study contributes information on preparing and analyzing the Online Final Examination to teachers..

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Curiosity Towards Stem Education: A Questionnaire for Primary School Students

Cited by 9 publications

References 41 publications

The Effect of Curiosity on Mathematical Creativity

The Effect of Curiosity on Mathematical Creativity

Measuring Student’s Logical Reasoning Skills of Chinese Senior High School Using Rasch Measurement Model

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

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