Mathematical Representation Ability of Senior High School Students: An Evaluation from Students’ Mathematical Disposition

Fitrianna, Aflich Yusnita; Dinia, Sofie; Mayasari, Mayasari; Nurhafifah, Astri Yuliani

doi:10.23917/jramathedu.v3i1.5872

Cited by 21 publications

(14 citation statements)

References 2 publications

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“…Dari hal tersebut menunjukkan bahwa representasi sangat berperan penting dalam peningkatan kemampuan berpikir untuk pemahaman konsep matematika. (Fitrianna et al, 2018) merumuskan lima indikator kemampuan representasi matematis; 1) menggunakan representasi visual untuk memecahkan masalah; 2) menyajikan data / informasi dari suatu representasi ke dalam diagram, grafik atau tabel dan memecahkan suatu masalah dengan menggunakan kata-kata atau teks tertulis; 3) mengembangkan persamaan atau model matematika dari representasi yang diberikan dan memecahkan masalah dengan melibatkan ekspresi matematika; 4) menggambar pola geometris, menuliskan langkahlangkah pemecahan masalah matematika dengan kata dan memecahkan masalah dengan ekspresi matematika; dan 5) menciptakan situasi masalah berdasarkan data atau representasi yang disediakan.…”

Section: Pendahuluanunclassified

Pengembangan Kemampuan Representasi Matematis untuk Meningkatkan Number Sense Siswa melalui Soal Berbasis Open Ended

Nurdiana

Asmah

2021

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Section: Pendahuluanunclassified

Pengembangan Kemampuan Representasi Matematis untuk Meningkatkan Number Sense Siswa melalui Soal Berbasis Open Ended

Nurdiana

Asmah

2021

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“…Hal ini relevan dengan penelitian terdahulu bahwa transformasi antar bentuk representasi berkaitan dengan prosedur penyelesaian matematika. Representasi visual menjadi prasyarat membangun pemodelan matematis (Fitrianna, Dinia, Mayasari, & Nurhafifah, 2018;Frick, 2019;Joutsenlahti & Perkkilä, 2019). Selain itu, penyelesaian masalah luas kurva dengan bantuan menggambar grafik meningkatkan kemampuan representasi matematis mahasiswa.…”

Section: Pembahasanunclassified

Proses Transformasi Visual ke Simbolik Mahasiswa dalam Menyelesaikan Masalah Luas Daerah di Bawah Kurva

Putri¹,

Nadlifah

2021

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Mathematical representation is an idea interpretation form of solving mathematical problems. The process of mathematical representation is essential to pay attention to, especially in carrying out transformations between forms of representation, because it impacts the final solution obtained. This study describes the flow of students' thinking in carrying out the transformation process from visual to symbolic representation. This descriptive research was carried out with a qualitative approach. This research phase includes preparing representation tests and interview guidelines, giving tests to 48 students, conducting interviews with selected students based on the accuracy of the mathematical representations produced, and evaluation. The evaluation is carried out by reducing the results of the incorrect representation test, presenting visual and symbolic representation data and the transformation process, and concluding the transformation process. The result of the transformation process from visual to symbolic representation in solving the problem of the area under the curve is carried out with a flow of thought, namely translating the shape of the polygon area into a collection of rectangles, determining the width and length of the partition of the polygon area, and determining the area of the polygon area as a collection of rectangles. In determining the area as a collection of rectangles, there are two different processes, making a mathematical model in the form of sigma notation and addition. This study provides insight into the flow of thinking in changing between forms of mathematical representation in the hope that it can anticipate errors in solving the broad problem under the curve.

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“…Even if these students had positive attitudes toward mathematics, they did not show important aspects of what we might call mathematical arrangements. Thus, the disposition is more than an interest in mathematics, but must also be sustained by the emergence of attitudes that become indicators or standards in mathematical dispositions [19]- [21].…”

Section: Introductionmentioning

confidence: 99%

The relationship between students’ mathematical disposition and their learning outcomes

et al. 2021

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The affective aspects must be owned by students in a lesson, where the affective aspects will have a relationship with the cognitive aspects of a student, therefore this study aimed to determine whether there is a relationship between students 'mathematical dispositions and students' mathematics learning outcomes. Using a mixed method and a sequential explanatory plan, the research was undertaken by first collecting quantitative data and then continuing to collect qualitative data. Where, the sample count in this study was 413 students from junior secondary schools 18 in Jambi City, Indonesia who used a total sampling technique. Data were then analyzed with the help of SPSS 21 application to find descriptive statistics in the form of mean, min, max, and category as well as inferential statistics using Pearson Product Moment. The results obtained in this study dominate both the mathematical disposition of pupils and the learning outcomes of pupils in mathematics. This was reinforced by the existence of a relationship between mathematical disposition and student learning outcomes in mathematics which is indicated by the obtained sig 0.05. This means that the mathematical disposition of students which includes the affective aspect of students has a relationship with the cognitive aspect, by having a good affective aspect, the cognitive aspects of the student are also good.

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Mathematical Representation Ability of Senior High School Students: An Evaluation from Students’ Mathematical Disposition

Cited by 21 publications

References 2 publications

Pengembangan Kemampuan Representasi Matematis untuk Meningkatkan Number Sense Siswa melalui Soal Berbasis Open Ended

Pengembangan Kemampuan Representasi Matematis untuk Meningkatkan Number Sense Siswa melalui Soal Berbasis Open Ended

Proses Transformasi Visual ke Simbolik Mahasiswa dalam Menyelesaikan Masalah Luas Daerah di Bawah Kurva

The relationship between students’ mathematical disposition and their learning outcomes

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