Improvement of the Ability of Representation, Reasoning, and Self-Efficacy of Prospective Mathematics Teacher Students by Using Learning with A Scientific Approach

Abstract

This research was developed aiming to (1) Analyzing the improvement of representation, reasoning, and SE skills by using a scientific approach to prospective teacher students. (Already done); (2) Analyze the association between the ability of representation and reasoning with SE. (Already done); (3) Analyzing the relationship (association) between the ability of representation and reasoning seen from the level of student ability (low, medium, and high). (Already done); (4) Designing a scientific approach and teaching materials based on the association between ability and level of student ability, in order to improve the ability of students who still have a level of concrete representation to the level of abstract representation, so as to improve reasoning. This type of research is Research and Development. the Four-D model proposed by Thiagarajan (Buhari, 2014) with a mixed method (the multiphase design), through stages: Define, Design, Develop, and Disseminate, namely the definition, design, development, and distribution. The conclusions of the research are (1) the increase in reasoning ability increased significantly at the value of 0.43 with the moderate category. (2) Increasing the ability of representation increased significantly at 0.34 with a moderate category. (3) The increase in SE increased significantly at 0.31 in the medium category. (4) There is a significant positive correlation between reasoning ability and SE, but the correlation coefficient between reasoning ability and SE is 0.338 which is categorized as weak. (5) There is no significant correlation between the ability of representation and SE, with the correlation coefficient between the ability of representation and SE of 0.228 which is categorized as very weak and the direction is positive. (6) There is a significant positive correlation between the ability of reasoning and representation in students with high ability with the correlation coefficient between reasoning and representation ability is 0.889 which is categorized very strong and the direction is positive. (7) There is a significant positive correlation between the ability of reasoning and representation in students with moderate ability with the coefficient of correlation between reasoning and representation ability is 0.838 which is categorized very strong and the direction is positive.

Analysis of Mathematical Reasoning Ability in Trigonometry Materials Viewed from Students' Mathematical Resilience

“…Based on S3 interviews related to the answers that have been written. This is in accordance with previous findings, namely that almost a third of students can compose questions and their reasons in trigonometry material (Darta et al, 2021;Nggaba, 2020). So based on the research results obtained through the answers and interviews above, the S3, before solving the problem, the S3 did not make an illustration first but directly used the calculation, but the S3 did not know the name of the calculation concept.…”

Utilization of Problem-based Learning and Discovery Learning: The Effect of Problem-Solving Ability Based on Self-Efficacy Elementary School Students

“…One aspect that each student must possess to be able to have problem-solving and critical thinking abilities is the mental condition of students, students' self-efficacy in their abilities, especially regarding the material being studied, and students' success with difficulties depends on their ability to solve them. (Karaoglan Yilmaz, 2022;Saputra et al, 2021). According to Badura (2018), Hammer (2021), and Tan (2021), self-efficacy is the self-confidence that can affect problem-solving abilities, which are defined as individual confidence in solving problems from understanding concepts to solving problems.…”