Developing Instrument to Measure Mathematical Reasoning Ability

Sari, Delsika Pramata; Mr., Mahendra

doi:10.2991/icmsed-16.2017.7

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…Saeedullah (2021) also developed an instrument to measure mathematical reasoning in senior high school using five constructs of mathematical reasoning, such as mathematical inductive reasoning, deductive reasoning, generalization, adaptive reasoning, and problem-solving. In recent years, research on the assessment of mathematical reasoning and proof has been more on developing instruments that focus on revealing reasoning abilities, especially for mathematics students or teachers (Stylianides & Stylianides, 2009;Akkurt & Durmus, 2022;Sari, 2017). However, there is yet an instrument that reveals both of reasoning and proof ability.…”

Section: Introductionmentioning

confidence: 99%

The construct validity of mathematical reasoning and proof test instrument integrated with GeoGebra: Second-order confirmatory factor analysis

Sari

Retnawati

Fiangga

2022

BetaJTM

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[English]: Mathematical reasoning and proof instruments assess students' reasoning in solving proof problems. The importance of reasoning and proof in mathematics is documented in skills that students need to be developed in several curricula. However, there are some issues in the assessment of mathematical reasoning and proof in Indonesia. One of them is no instruments that meet construct validity. The existing instruments only confirm the teacher's interpretation by focusing on mathematical problems that measure students’ knowledge. Therefore, there is a need to determine the construct validity of items in assessing mathematical reasoning and proof. For this need, this research aims to develop and evaluate the construct validity of the developed instrument. There are four aspects of a mathematical reasoning and proof instrument integrated with GeoGebra, namely CMR (Creative Mathematical Reasoning), IR (Imitative Reasoning), FP (Formal Proof), and EP (Empirical Proof). The data was obtained by conducting tests on 300 high school students in East Java, Indonesia. Second-order confirmatory factor analysis (CFA) was used to analyze the data using Lisrel 8.80 software. The results showed that the developed eight items are valid or unidimensional, with a t-value > 1.96 and a loading factor value > 0.5. This reveals that the parameter of the item is unidimensional; hence, it can measure students’ mathematical reasoning and proof. [Bahasa]: Instrumen penalaran dan pembuktian matematika merupakan alat untuk menilai kemampuan penalaran siswa dalam memecahkan masalah pembuktian. Pentingnya penalaran dan pembuktian dalam matematika didokumentasikan dalam keterampilan yang harus dikuasai siswa dalam beberapa kurikulum. Akan tetapi, terdapat kesenjangan penilaian penalaran dan pembuktian matematis di Indonesia, yaitu belum adanya intrumen yang memenuhi validitas konstruk sehingga instrumen yang dikembangkan hanya menegaskan interpretasi guru dengan menitikberatkan pada masalah matematika yang mengukur pengetahuan siswa. Oleh karena itu, ada kebutuhan untuk menunjukkan validitas konstruk item dalam penilaian penalaran dan pembuktian matematika. Untuk memenuhi kebutuhan tersebut, penelitian ini bertujuan mengembangkan dan menentukan validitas kontruk instrumen yang dikembangkan. Terdapat empat aspek instrumen penalaran dan pembuktian matematika terintegrasi GeoGebra, yaitu CMR (Creative Mathematical Reasoning), IR (Imitative Reasoning), FP (Formal Proof), dan EP (Empirical Proof). Data diperoleh dengan melakukan pengujian tes terhadap 300 siswa SMA di Jawa Timur, Indonesia. Data dianalisis menggunakan analisis faktor konfirmatori orde kedua (CFA) berbantuan perangkat lunak Lisrel 8.80. Hasil penelitian menunjukkan bahwa, dari semua item, sebanyak 8 item valid atau unidimensional, dengan nilai t > 1,96 dan nilai faktor loading > 0.5. Hal ini menunjukkan bahwa parameter butir soal tersebut unidimensi sehingga dapat mengukur komposisi penalaran dan pembuktian matematis.

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Section: Introductionmentioning

confidence: 99%

The construct validity of mathematical reasoning and proof test instrument integrated with GeoGebra: Second-order confirmatory factor analysis

Sari

Retnawati

Fiangga

2022

BetaJTM

View full text Add to dashboard Cite

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“…Mathematics becomes the pioneer of modern technology education development in Indonesia (Yaniawati et al, 2019). Mathematics is very crucial for thinking, discussing, and solving daily life problems, real working problems, and science and technology | 3827 (Bintoro et al, 2021;Genc & Erbas, 2019;Kenedi et al, 2019;Muhtadi et al, 2018;Sari & Mahendra., 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Self-Confidence on the Mathematical Thinking Ability of Junior High School Students

Rahayu

Bintoro

Murti

2022

AJPM

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Mathematical thinking ability is the ability to use reasoning to build mathematical arguments, the ability to develop strategies or methods, understand mathematical content, and the ability to communicate ideas. The mathematical thinking ability as a learning goal and at the same time as a way to learn mathematics is an important ability to be developed in solving problems. One of the factors that influence students' mathematical thinking ability is self-confidence. The purpose of this study was to analyze the effect of self-confidence on students' mathematical thinking ability. This research is quantitative research. The sample in this study was 72 students of VIIth grade junior high school students in Kudus Regency, Indonesia. The data collection technique consisted of a written test of mathematical thinking ability and a self-confidence questionnaire. The data analysis technique is a simple linear regression test. Based on the results of the study showed that self-confidence has a positive and significant effect of 25.5% on mathematical thinking ability. AbstrakKemampuan berpikir matematis adalah kemampuan menggunakan penalaran untuk membangun argumen matematis, kemampuan mengembangkan strategi atau metode, memahami isi matematis, dan kemampuan mengomunikasikan gagasan. Kemampuan berpikir matematis sebagai tujuan pembelajaran dan sekaligus sebagai cara belajar matematika merupakan kemampuan yang penting untuk dikembangkan dalam memecahkan masalah. Salah satu faktor yang mempengaruhi kemampuan berpikir matematis siswa adalah rasa percaya diri. Tujuan penelitian ini adalah untuk menganalisis pengaruh kepercayaan diri terhadap kemampuan berpikir matematis siswa. Penelitian ini merupakan penelitian kuantitatif. Sampel dalam penelitian ini adalah 72 siswa kelas VII SMP di Kabupaten Kudus, Indonesia. Teknik pengumpulan data terdiri dari tes tertulis kemampuan berpikir matematis dan angket kepercayaan diri. Teknik analisis data yang digunakan adalah uji regresi linier sederhana. Berdasarkan hasil penelitian menunjukkan bahwa kepercayaan diri berpengaruh positif dan signifikan sebesar 25,5% terhadap kemampuan berpikir matematis.

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“…Mathematics is the knowledge that underlies the development of modern technology in education in Indonesia (Yaniawati et al, 2019). Mathematics plays an important role in thinking, discussing, and solving everyday problems and the working world, as well as the development of science and technology (Genc et al, 2019;Muhtadi et al, 2018;Sari & Mahendra., 2017). One of the important skills that students must master is problem solving construction (Herna Nusantara et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Relationship of Mathematical Disposition with Student Problem Solving Construction Using Realistic Mathematics Education (RME) Model

2022

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The construction of problem solving is important in the learning process of mathematics. The success of students in solving problems can also be supported by psychological aspects related to student attitudes in the learning process, such as interest and curiosity, self-confidence, open-mindedness, and others, all of which include into a mathematical disposition. Teachers should know the ability of students' mathematical dispositions to help teachers provide the right treatment for problems in constructing problem solving by applying the RME model. The research method used is a concurrent embedded strategy mix method. This research was conducted at SMP 3 Bae Kudus. The subjects of this research were students of class VIII SMP 3 Bae Kudus. The instrument used in this research is a mathematical disposition questionnaire, problem solving test results, and interviews. The results showed that there was a positive correlation between students' mathematical disposition abilities and students' problem solving construction using the RME model. The higher the student's mathematical disposition, the higher the problem-solving construction ability, supported by the application of RME.

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Developing Instrument to Measure Mathematical Reasoning Ability

Cited by 6 publications

References 2 publications

The construct validity of mathematical reasoning and proof test instrument integrated with GeoGebra: Second-order confirmatory factor analysis

The construct validity of mathematical reasoning and proof test instrument integrated with GeoGebra: Second-order confirmatory factor analysis

The Effect of Self-Confidence on the Mathematical Thinking Ability of Junior High School Students

Relationship of Mathematical Disposition with Student Problem Solving Construction Using Realistic Mathematics Education (RME) Model

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