Mathematical Communication Profile in Solving Probability Problems Reviewed by Self-efficacy of Prospective Mathematics Teachers

Abstract

Mathematical communication plays a very important role in learning mathematics, so it needs to be developed in mathematics learning. Mathematical communication is the process of conveying mathematical ideas to obtain a shared understanding between those who give and receive information. This study aims to describe the mathematical communication profile of prospective mathematics teachers based on self-efficacy in solving probabilistic problems. By solving probabilistic problems, it can improve probabilistic thinking, so that probabilistic problem solving can improve the ability to think at a higher level or Higher Order Thinking Skill, which is urgently needed today. This qualitative research is a study case. Subjects in this study were prospective mathematics teachers selected based on self-efficacy. The instruments used in this study were written tests and guided interviews based on probabilistic problems. Then the subjects were interviewed based on their work on the assignment. Data collection techniques are done through observation, interviewing, and documentation, while the data analysis technique used by researchers uses the Miles and Huberman model, namely by the process of (1) reduction data, (2) presentation data, and (3) drawing conclusions and verification. The results showed that prospective mathematics teachers who had different self-efficacy in solving probabilistic problems had different mathematical communication skills.

Learning obstacle of probability learning based on the probabilistic thinking level

“…Students' knowledge of probabilistics and personality in the form of self-regulated learning is a factor that influences probabilistic thinking. This follows the findings of a study conducted by Shodiqin et al (2021). The research shows that the probabilistic level of prospective teacher students is still at level 2 for those with middle-level self-regulated learning.…”

“…The large amount of information currently expressed in terms of uncertainty has resulted in the importance of probabilistic thinking abilities. Previous research related to probabilistic thinking centered on determining the level of probabilistic thinking at various levels of education, starting from elementary school to college (Fa'ani et al, 2016;Raya, 2017;Raya et al, 2021;Sari et al, 2023;Sari et al, 2017;2018a;Shodiqin et al, 2021;. The research results found that students' probabilistic thinking tends to be low and is often at a level below their age.…”

“…Research conducted by Kurniasih & Sujadi (2017) states that the probabilistic thinking level of junior high school students who have received the basic probability material is at levels 1 and 2. Shodiqin et al (2021) mentions that probabilistic thinking behavior is influenced by cognitive factors. Students' knowledge of probabilistics and personality in the form of self-regulated learning is a factor that influences probabilistic thinking.…”

Level Berpikir Probabilistik Mahasiswa Calon Guru Matematika dalam Menyelesaikan Masalah Distribusi Peluang Gabungan

“…seseorang menyelesaikan permasalahan (Shodiqin et al, 2021). Kemampuan berpikir seseorang dapat dipengaruhi oleh pengalaman atau kerangka teori yang diterima di sekolah maupun di tempat lain (Madawistama et al, 2022).…”

“…Terdapat enam konstruksi utama dalam berpikir probabilistik, yakni: mengonstruk ruang sampel, peluang suatu kejadian, peluang perbandingan, peluang bersyarat, peluang satu kejadian dan peluang dua kejadian (Jones et al, 1999;Shodiqin et al, 2021). Dalam berpikir probabilistik terdapat empat level berpikir, yakni: level 1 (subjective), level 2 (transitional), level 3 (quantitative informal), dan level 4 (numerical) ( Hodiyanto & Oktaviana, 2018;Jones et al, 1999;Taram, 2016).…”