Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy and the expository strategy on students' abilities in mathematical representation in order to understand the relationship between mathematical representation and self-efficacy. In this study, a Quasi-Experiment design comprising the experiment group and the control group was applied. Learning process by Think-talk-write (TTW) strategy was implemented in the experiment group only. On the other hand, the learning process in the control group was accomplished without the TTW strategy. The sample in this study comprised students of the eighth grade studying geometry and spatial relations at a public junior high school. For the purpose of this study, two groups were created: 1) an experimental group, in which the think-talk-write strategy was employed, and 2) a control group, in which the expository approach was applied. In addition, mathematical representation ability and self-efficacy scale tests were used as the instruments of this quasi-experimental study.
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.
The state requires leaders who own intelligence and characters. Indonesia as a developing country is clearly very interested in finding out how to integrate the character values into the learning process in the classroom. Japan becomes a destination because it can provide character education to its students. Research Team of Universitas Negeri Semarang (UNNES) held collaborative research with Prof. Takuya Baba, Ph.D. from Hiroshima University, Japan as the Partner Lecturer. The purpose of this qualitative research was to get input on how elementary school teachers in Japan integrate the character values in learning, especially in math lessons. Its main activities, conducting class observations, interviews, Focus Group Discussion, and triangulation with guidance from the Partner Lecturer. The research site was Miyauchi Elementary School of Hiroshima and at IDEC of Hiroshima University. As a result, the UNNES research team obtained ways to integrate the values of characters in learning, especially in math lessons. The result of this research is expected to be applied at elementary schools in Semarang, Indonesia.
Creating an enjoyable atmosphere and fostering creativity are the two most required components in learning mathematics. Hence, creativity would enable students to formulate something new. In addition, creativity is one of the most important and highest competencies in Bloom's latest taxonomy. Furthermore, it is necessary to be possessed by everyone including prospective teachers. Not only for producing products in the form of objects, but the term creative also refers to problem solving in mathematic problems. This research is conducted to obtain a detail description regarding the impact of 3CM learning model among blended learning toward the enhancement of students' creative thinking skills in mathematical problem solving. To achieve this goal, a pre-experimental design with one group pre-test post-test design pattern is chosen. Creative thinking skills are measured by test techniques and are emulated with observation techniques. Observations were performed when students worked on the test. The impact of 3CM learning with blended learning seen from test results paired sample T tests with the help of SPSS program a that are acquired from close ended questionnaire techniques. The results show that the average of pre-test is 60.51 and the average of post-test is 75.96. As for the results of paired T tests is the test got sig value (2-tailed) 0.000, and hence there was a significant gap among the results of pre-test and post-test. All of these results imply that 3CM learning within blended learning is undoubtedly able to increase students' creativity in solving mathematical problems. This is due to the learning situation and activities which push students to do systematic thinking. It was started by criticizing the enchanting contextual problems, creating creative products based on particular mathematical concepts, and ended by having meaningful reflection.
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