Imitative and creative reasoning for mathematical problem solving (in context horticultural agribusiness)

Fatimah, Ai Tusi; Pramuditya, Surya Amami; Wahyudin, W

doi:10.1088/1742-6596/1157/4/042092

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…It shows that the experience gained from the learning environment greatly affects students' reasoning. It is in line with the research results of Fatimah et al (2019), which states that agricultural vocational students who are given problems in horticultural agribusiness help students reasoning in solving tasks. The context of the task by students' experience and knowledge supports students' mathematical reasoning (Fatimah & Prabawanto, 2020;Khoeriyah & Ahmad, 2020).…”

Section: Lcsupporting

confidence: 88%

Mathematical Reasoning of Vocational High School Students on Mathematical Tasks in the Law of Demand Context

Fatimah

2021

AlphaMath

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This study aims to describe the mathematical reasoning abilities of vocational high school students in the business and management expertise in solving mathematical tasks in the law of demand context. This research uses the descriptive qualitative method. The participants consisted of six students categorized into three groups: high, medium, and low mathematical abilities. Participants from one of the vocational schools in Ciamis, Indonesia. Mathematical tasks to explore students' mathematical reasoning abilities in the law of demand context. The law of demand is a concept in business economics subjects. The task situation expanded as an alternative to solving more mathematical tasks—data from the results of student answers and interviews. Data analysis refers to the characteristics of mathematical reasoning, which consists of imitative and creative reasoning. The stages of data analysis are reduction, presentation, interpretation, inference, and verification. The results of data analysis show that all students tend to do imitative reasoning on each given task. Students tend to remember the law of demand formulas and perform mathematical procedures that they remember. Students often perform mathematical procedures that are not by the nature of mathematics so that the resulting solution is wrong. The law of demand questions designed to explore creative reasoning abilities has not been able to bring students to the flow of creative mathematical reasoning.

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Section: Lcsupporting

confidence: 88%

Mathematical Reasoning of Vocational High School Students on Mathematical Tasks in the Law of Demand Context

Fatimah

2021

AlphaMath

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“…The mathematically (Fatimah et al, 2019(Fatimah et al, , 2019 and mathematical connections (Fatimah, 2021).…”

Section: Resultsmentioning

confidence: 99%

Utilization of the Yard Through Vegetable Planting Practices Integrated Mathematics for Students at Adiwiyata School

Fatimah

Amam

Effendi

2022

pics

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Utilization of yards at MI Hadapherang to improve the quality of Adiwiyata schools, support active student participation, management of environmentally friendly facilities, and the application of an environment-based curriculum in mathematics learning. The utilization of the yard by planting vegetables by students. The activity stages consist of preparation, implementation, and evaluation. The preparation stage is the provision of tools and materials, worksheets, and evaluation instruments. The implementation stage is the socialization of the practice of planting vegetables in the schoolyard and mathematics, followed by the planting vegetable practice from seedling to harvesting. The evaluation stage saw planting vegetable practice and students' mathematical understanding abilities. The implementation method is interactive question and answer and practice/experiment. The result of this activity is the increase in students' knowledge, understanding, and experience about the practice of growing vegetables and the integration of mathematics in the practice of planting vegetables. Active participation of students in vegetable planting activities in the high category. The students' mathematical instrumental understanding is high while the relational understanding is middle. The results of student activities become a means of supporting greenhouses in the schoolyard.

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“…Several studies proved that the agricultural context can stimulate students' mathematical thinking processes. Knowledge of agricultural context affects mathematical understanding [28] and reasoning [29].…”

Section: Teachers' Understanding Of Mathematics In the Crop Agribusin...mentioning

confidence: 99%

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Fatimah,

Isyanto,

Toto

2023

IJERE

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Vocational high school curriculum can provide various solutions to problems in the business and industrial worlds that require a variety of disciplines. The complex problem-solving in the real world has increased the multidisciplinary boundaries of science, technology, engineering, agriculture, mathematics, and health (STEAM-H). Therefore, this study investigated teachers’ understanding of the coherence and integration of the vocational high school curriculum in the crop agribusiness program in STEAM-H. The sample population consisted of science, mathematics, and productive teachers from a crop agribusiness vocational high school in Ciamis, Indonesia. The results showed that participants’ understanding of curriculum coherence began with the knowledge of the existence of conceptual connections between subjects, essential concepts, explicit or implicit, and concepts outside or within the curriculum. Furthermore, the productive teachers were more aware of implicit subject connections in this study. Teachers often had different points of view on the essential concepts listed in the curriculum. The results also showed that agriculture is a conceptual integrator for science, technology, engineering, mathematics, or health for integrated STEAM-H learning, as well as a contextual integrator for subject-centered education. The teachers argued that the multidisciplinary, interdisciplinary, and transdisciplinary patterns were suitable for implementation with strategies agreed upon across all subjects. Therefore, the understanding of teachers is expected to change integrated learning in crop agribusiness schools to an independent curriculum.

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Imitative and creative reasoning for mathematical problem solving (in context horticultural agribusiness)

Cited by 6 publications

References 7 publications

Mathematical Reasoning of Vocational High School Students on Mathematical Tasks in the Law of Demand Context

Mathematical Reasoning of Vocational High School Students on Mathematical Tasks in the Law of Demand Context

Utilization of the Yard Through Vegetable Planting Practices Integrated Mathematics for Students at Adiwiyata School

Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

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