Efficient Assessment of Students’ Proportional Reasoning

Junior High School Students' Proportional Reasoning Ability in the Domain Comparison: A Gap in Results Between Indicators

“…Figure 4. Students' answers to the second problem Based on Figure4on the left, it can be seen that students have been able to form a functional relationship(Carney et al, 2022;Hino & Kato, 2019), namely the relationship regarding every 2 quintals of corn takes 2 hours to grind the corn, even though in solving it students still use the cross times strategy(Arican, 2019). This reinforces the results of…”

“…In Figure 4, the students' answers in solving the second proportional reasoning problem are presented. 4 on the left, it can be seen that students have been able to form a functional relationship (Carney et al, 2022;Hino & Kato, 2019), namely the relationship regarding every 2 quintals of corn takes 2 hours to grind the corn, even though in solving it students still use the cross times strategy (Arican, 2019). This reinforces the results of Hipotenusa: Journal of Mathematical Society, 6 (1), June 2024 Ahmad Lutfi, Jarnawi Afgani Dahlan, Bambang Avip Priatna Martadiputra, Al Jupri, Husnul Khatimah Rusyid, Ahmad Mukhibin research which states that students more often use the times cross strategy, a traditional strategy that is often taught by teachers in class (Ayan & Isiksal-Bostan, 2019;Özgün-Koca & Altay, 2009).…”

“…Proportional reasoning ability can also be interpreted as the ability in mathematics on multiplicative relationships (Muttaqin et al, 2017). Multiplicative relationships or proportionality relationships can be understood through scalar relationships and functional relationships (Carney et al, 2022;Hino & Kato, 2019). Scalar relationships describe the scale factor by which each quantity in a ratio can be multiplied or divided to produce an equivalent ratio.…”