Students’ Mathematical Reasoning: How Could It Be Through MHM-Problem Based Strategy Aided Interactive Multimedia?

Runisah, Runisah; Lestari, Wiwit Damayanti; Siregar, Nurfadilah

doi:10.24127/ajpm.v10i3.3783

Cited by 1 publication

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the data on the results of Indonesian students' achievements in the 2015 TIMSS implementation report in the field of Mathematics, Indonesia was below the international average score, which was only 397 out of a mean of 500 points and was ranked 44th out of 49, down from 38th out of 38 countries, with a score of 386 points in 2011 (Nizam in Runisah et al, 2021;Hadi & Novaliyosi, 2019). Besides, students' mathematical reasoning abilities score level was very low.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Metacognitive Approach to The Mathematics Reasoning Ability of Students of State Elementary School of Pamulang 01

Hayun

Kurniawati

2022

EduBasic

View full text Add to dashboard Cite

This research was motivated by students' low mathematical reasoning ability in elementary schools and the demands of numeracy literacy through the minimum competency assessment (AKM) program launched by the government, requiring students to improve their reasoning abilities by applying a metacognitive approach. This study aimed to determine the effectiveness of the metacognitive approach in improving students' mathematical reasoning abilities on the material of the spatial structure. The method used in this study was an experimental research method with a quasi-experimental approach, with a sample size of 59 students (31 students in the control class and 28 students in the experimental class), with a pretest-posttest-only control group design. The results obtained from the calculation of the independent sample t-test revealed a t-count of 0.356, less than a t-table of 2.002. It indicates no difference in students' mathematical reasoning ability between the experimental and control classes. Thus, the metacognitive learning approach did not significantly affect the mathematical reasoning ability of students in sixth grade of State Elementary School of Pamulang 01. In other words, it can be said that the metacognitive learning approach for students at State Elementary School of Pamulang 01 was not appropriate for learning mathematics. The results of this study are expected to be useful to related parties who can use it, such as school principals, teachers, parents, students, and further researchers.

show abstract

Section: Introductionmentioning

confidence: 99%