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
This study aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the components of students essential sub-skills of thinking in assumptions, argument evaluation, deduction, information, and inference. This is a descriptive study with a qualitative approach. Data collected through tests and interviews, triangulation is done by comparing the test and interview. This study involved eight research subjects taken by random sampling from class VII, one of the junior high schools in Pidie Jaya Regency. The test used in this study consisted of eight problems representing five critical thinking skills sub-skills. The results of data collection analyzed through data reduction, data display, and conclusion drawing. The results showed that: (1) junior high school students critical thinking skills were in a low category; (2) deduction, information, and inference are the lowest critical thinking sub-skills mastered by students compared to other critical thinking sub-skills.
Students' mathematical reasoning abilities can develop depending on the teacher's involvement in the classroom. The problem that often occurs in the class is that the teacher's actions have not been neatly arranged to encourage students' mathematical reasoning in learning mathematics. This article aims to observe the actions taken by a group of mathematics teachers in encouraging students' mathematical reasoning abilities. This type of research is qualitative research with data collected from learning recordings in the classroom. The research subjects were three junior high school, mathematics teachers. The teacher observed how students reasoned during 12 sessions as they studied and completed homework. The results of observing students' mathematical reasoning activities, such as building reasonable arguments and drawing correct conclusions, were concluded to enable teachers to test their students' mathematical reasoning. The findings of this study indicate that teachers can foster students' mathematical reasoning by applying the following strategies: (a) providing appropriate learning interventions; (b) assigning open tasks without solution methods, and (c) fostering a learning community that values reasoning and the construction of shared ideas.
This study aims to determine the extent of the role of the ability of abstraction to strengthen students early knowledge in learning mathematics. This type of research is a literature study. The type of data used is secondary data from articles related to the study. Data collection methods are by reading the appropriate arithmetic study, then classified more specifically. Next identify the role of the ability of abstraction to strengthen students early knowledge in learning mathematics. From the results of identification then analyzed through the process of categorizing and classifying. The final step is to describe the results of the literature review and conclude it. The results of this paper indicate that the ability of abstraction is very important because it is closely related to the inculcation of basic mathematical concepts that are used as early knowledge or prerequisites of studentss in learning new material in mathematics learning and studentss can demonstrate their mathematical ideas, make connections between concepts and can manipulate objects that are abstract.
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