This study applied mixed methods with concurrent triangulation design that combines quantitative and qualitative research method in a balanced manner and convergence. Population in this study was as 188 students of 8th grade in a state junior high school in Semarang City, Indonesia. By using purposive sampling technique, 60 students were selected as the research subjects. The study aimed to observe the effect of mathematical disposition on students' mathematical power ability, and to describe how dispositional mental functions work when mathematical disposition is developed. Data was collected through written test (essay), questionnaires, observation and interview. Data of research result was then analyzed quantitatively (with analysis of variance) and qualitatively (analysis of interactive model). On the final stage, meta-analysis on the data was conducted. Based on the analysis of quantitative and qualitative data, it could be found that:(1) There was an effect of mathematical disposition (X) on mathematical power ability (Y) by regression equation model Y =37.106 + 0.567X which was linear on significance level = 0.05. (2) The teachers should optimize the dispositional mental functions of the students by selecting a learning model that could develop the cognitive, affective, and conative competencies together.
This research was a descriptive research. Description of research result was presented quantitatively and qualitatively. Subjects of the research were 30 (thirty) 8th graders of SMPN 10 (State Junior High School) in Semarang, Indonesia. Data were collected through tests, documentation, observations, and interview. Student answers documents were observed and analyzed with SOLO Taxonomy guidance. The objective of the study was to analyze and provide an interpretation of students abstract reasoning level in cognitive development based on intended learning outcomes. The result of findings from students’ answers basically showed that students' abstract reasoning on the lower, middle and upper level, was alike to stages of structure complexity improvement. There were two main changes from concrete thinking to abstract thinking: quantitative stage (uni-structural and multi-structural) occurred first, as the number of details in student responses increased and then changed qualitatively (relational and extended abstract) because the detail was integrated into a structural pattern.
The success of students in problem solving is highly dependent on the ability of students representing each developmental problems and a higher representation influenced by other representations. The aim of research to uncover and describe the capabilities and dispositions mathematical representation based on the students' mathematical power. The subjects were students (prospective teachers of mathematics) academic year 2015/2016 Mathematics Education Department, Sultan Agung Islamic University. The numbers of students in this study were 29 students. The data collection technique using a mathematical representation tests, mathematical disposition questionnaires and interviews. The study concluded that the representation is affected by the disposition of the mathematical aspects of a person, through a positive disposition will help increase students' understanding of mathematical concepts. Furthermore, the mathematical representation will improve communication skills, perform conjecture and troubleshooting. In general disposition and mathematical representation was instrumental in enhancing the competence of the students' mathematical power.
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