The Advanced Mathematical Thinking (AMT) ability is one of the prioritized mathematical abilities needed to be developed in learning mathematics during tertiary education. The present study sought to test the effectiveness of hybrid learning in improving students' advanced mathematical thinking. The research used a quasi-experimental design with a non-equivalent control group design. The subject of this study was students of a mathematics education study program at a university in Bandung who attended lecture for the multi-variable in a calculus course. The sampling technique used was purposive sampling. Of the many variable calculus classes consisting of 2 classes, one class was chosen as the experiment group and the other class as the control group. The sample consists of 40 people for each group. Data analysis used the MANOVA test with normality and homogeneity tests as a prerequisite test. The results showed a difference in AMT's significance between the hybrid learning and conventional groups, where hybrid learning had a higher AMT. Other than that, there is a difference in the significance of AMT between the high motivation group and the low motivation group, where high motivation has a higher AMT, and there is an interaction of learning models and motivational factors to increase AMT. Doi: 10.28991/esj-2021-01288 Full Text: PDF
The purpose of this study is to analyse the achievement, improvement, and achievement of indicators of mathematical representation ability between students who obtain a project-based learning model assisted by GeoGebra and students who get a project-based learning model. The research method used in this study is quasi-experimental with a non-equivalent comparison group design. The subjects in this study were students of the Department of Mathematics Education in the second semester of the academic year 2018-2019 at Universitas Suryakancana. The research instrument used was a mathematical representation ability test and the Group Embedded Numbers Test (GEFT). Analysis of the data used is the normality test, the Mann Whitney test, and the percentage of achievement indicators. As a result, the achievement and improvement of the mathematical representation ability of students who obtained a project-based learning model assisted by GeoGebra were better than students who obtained a project-based learning model, the achievement of the mathematical representation ability of students in the experimental group were good categorized, the control group was categorized sufficiently, the experimental group with field-independent and field-dependent cognitive style were categorized as good, the control group with field-independent and field-dependent cognitive styles was considered sufficient.
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