The purpose of this research was to describe preservice teachers’ mathematical reasoning ability in solving algebra problem based on reflective and impulsive cognitive style. Therefore, the total subject of this research is two pre-service teacher who has the cognitive style different from each other. It means that the subject of this research is one pre-service teacher who has reflective cognitive style and one pre-service teacher who has an impulsive cognitive style. In addition, the category of research method used is explorative research with the qualitative approach where researchers tried to describe the mathematical reasoning ability of pre-service teachers in solving the mathematical problem according to cognitive style. As for the components of mathematical reasoning ability in this research are analysis, generalization, synthesis, justifying and non-routine problem-solving. According to the components, there was one subject who could analyze the given problem while the others subjects could not. Moreover, all of the subjects have a difficulty in another component.
Mathematical trauma is a mental condition of students caused by experiences that make it difficult or emotionally with mathematics. This study analyzes students’ trauma of mathematics based on grade and gender by using survey research methods and data processing using Winsteps. The subjects of the research were 204 students in every grade in Junior High School. The questionnaire consisted of 20 statements. This instrument was developed measuring mathematical trauma. It consisted of three indicators: difficult to adapt to the environment, saturated with the learning system that is done, and difficult to get along and organize themselves. Based on the Rasch analysis, for the item, two items (I10 and I7) are a misfit, and the rest items are fit. The items were suitable for 147 respondents (72.06%). Based on The Wright Maps table on WinSteps, the percentage of male students who are very traumatized by mathematics is more than female students. Meanwhile, based on grade, students from grade 8 are more very traumatized by mathematics than students from grade 7 and grade 9. Furthermore, based on a questionnaire, students prefer to class condition that made very traumatized by mathematics.
Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya pengaruh model problem based learning berbasis lembar kerja peserta didik terhadap kemampuan pemahaman konsep matematis peserta didik di SMP 174 Jakarta. Penelitian ini merupakan penelitian kuantitatif dan menggunakan metode penelitian eksperimen jenis quasy experiment dengan tipe the nonequivalent posttest only control group design. Populasi penelitian ini mencakup seluruh peserta didik kelas VII SMP Negeri 174 Jakarta pada semester genap tahun pelajaran 2018/2019. Sampel yang diteliti sebanyak 71 peserta didik dari kelas VII-D dan VII-G. Teknik pengambilan sampel menggunakan metode cluster random sampling. Dalam penelitian ini teknik pengumpulan data menggunakan instrumen kemampuan pemahaman konsep matematis. Instrumen terlebih dahulu di uji coba di SMP Negeri 160 Jakarta untuk 66 peserta didik pada kelas VIII-C dan kelas VIII-D. Penelitian ini menggunakan uji normalitas, data yang diperoleh kelas eksperimen dan kelas kontrol berdistribusi normal. Sehingga dilakukan uji hipotesis menggunakan uji t menghasilkan t-hitung sebesar 1,9521 yang mengakibatkan tolak H0 pada taraf signifikansi 5% dengan effect size sebesar 0,5343 yang tergolong sedang. Hasil penelitian ini dapat disimpulkan bahwa terdapat pengaruh model problem based learning berbasis lembar kerja peserta didik terhadap kemampuan pemahaman konsep matematis dengan kriteria sedang.
This research is a preliminary study that aims to describe the algebraic thinking process of prospective mathematics teachers. This research is a qualitative descriptive study. Subjects were grouped into two categories based on high and low achievement motivation. Data is obtained based on the results of tests conducted in the algebra process. Research subjects (S1) and (S2) with high achievement motivation and subjects (S3) and (S4) with low achievement motivation using different algebraic thought processes. Subjects (S1) are able in the process of thinking algebra until crashing indicators assess understanding with understanding of the concept wrong in solving Higher Order Thinking Skills (HOTS) problems, whereas, (S2) the process of thinking algebra is only capable of chunking information (pieces of information), (S3) able in the process of thinking algebra until indicators of change with wrong answers, and the subject (S4) is able in the process of thinking algebra only until chunking information (pieces of information). Factors that cause subjects S1, S2, S3, and S4 are still unable to solve HOTS questions in algebraic thinking processes are questions of knowledge on HOTS material and difficulty understanding concepts in working on algebra need special handling in improving understanding of concepts in algebra.
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