This study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. This type of research is quantitative with the research subjects being all VII grade students of the Muhammadiyah Middle School Surakarta Special Program in 2018/2019. Data collection is done by questionnaire and documentation. The data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. The results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%.
The purpose of this study was to describe students’ mathematical reasoning abilities, such as: drawing conclusions from a statement, doing mathematical manipulation, providing valid arguments and presenting mathematical statements, both verbally and in writing, in the form of pictures or graphs. This research used the descriptive qualitative method. The instruments used in this study were the main instrument (researchers) and the supporting instruments (tests and interviews). The test was given to 25 students of class XII SMA Muhammadiyah Surakarta Special Program (Muhammadiyah Surakarta Senior High School Special Program). The subjects of this study were eight students of class XII who were selected by purposive sampling technique. The results showed that students had good mathematical reasoning skills while doing mathematical manipulations and presenting mathematical statements verbally, in writing, or in pictures. Students did not show good mathematical reasoning skills when students have to draw conclusions from a statement and provide valid arguments. This is because students still do not master how to identify and determine the right strategy to solve problems, and the answers given by students were still not correct. In the future, teachers are expected to provide problems (questions) in various mathematical reasoning, so students are accustomed to working on problems with various levels of mathematical reasoning, and students’ mathematical skills can be better trained.
This study aims to describe mathematical creative thinking based on categories of mathematical reasoning at high, moderate, and low levels, in geometry problems. This research is a qualitative descriptive study. The test was given to 30 twelfth graders at SMA Negeri 4 Surakarta. Based on the results, students are classified into students with high, medium and low reasoning abilities. Five subjects were selected by purposive sampling technique to analyze their creative thinking skills. The research instruments were tests and interviews. The aspects of creative thinking that were measured were fluency, flexibility and originality. Based on the results of the analysis, it was concluded that most students with high reasoning abilities were able to fulfill two aspects of creative thinking skills, students with moderate reasoning abilities only met one aspect of creative thinking skills and students with low reasoning abilities could not fulfill any aspect of creative thinking abilities. Students with high reasoning abilities could provide answers in different ways easily and were able to provide two different solving strategies. Students in the medium and low reasoning categories were only able to answer questions, but have not been able to fulfill all aspects of creative thinking well.
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