Deskripsi Disposisi Matematis Mahasiswa pada Mata Kuliah Kalkulus 1

Abstract

Disposisi matematis adalah salah satu aspek afektif yang perlu diperhatikan dalam proses perkuliahan, sebab disposisi matematis juga dapat menunjang keberhasilan belajar dalam mengikuti perkuliahan. Penelitian ini dimaksudkan untuk mendeskripsikan disposisi matematis mahasiswa Pendidikan Matematika pada mata kuliah Kalkulus 1 di Universitas Negeri Gorontalo. Penelitian melibatkan mahasiswa pendidikan matematika yang berjumlah 47 orang. Instrumen yang digunakan adalah angket, yang didampingi dengan observasi partisipatif. Disposisi matematis dilihat dari 6 indikator yaitu: (1) Percaya diri; (2) Kegigihan dan Ketekunan; (3) Fleksibel; (4) Minat dan Keingintahuan; (5) Refleksi; (6) Apresiasi. Data dianalisis secara kuantitatif dalam bentuk persentase. Hasil penelitian menunjukkan rata-rata disposisi matematis mahasiswa sebesar 69,57% yakni dengan kategori sedang. Persentase jumlah mahasiswa program studi pendidikan matematika dengan tingkat disposisi matematis yang tinggi, sedang dan rendah berturut-turut adalah 14,89%, 68,09% dan 17,02%.Mathematical disposition is an affective aspect that needs to be developed and improved during lectures because mathematical disposition can support learning success in attending lectures. This study aims to describe the mathematical disposition of Mathematics Education students in the Calculus 1 course at the State University of Gorontalo. The subjects of this study were students of mathematics education, amounting to 47 students. The instrument used is a questionnaire, which is accompanied by participatory observation. To measure the mathematical disposition of mathematics education students in the calculus 1 course, it can be seen from 6 indicators, which are: (1) Confidence; (2) Persistence and Perseverance; (3) Flexible; (4) Interests and Curiosities; (5) Reflection; (6) Appreciation. Data were analyzed quantitatively in the form of percentages. The results showed that in general the average mathematical disposition of students was 69.57%, namely in the medium category. The percentages of students in the mathematics education study program who have high, medium, and low levels of mathematical disposition are 14.89%, 68.09%, and 17.02%, respectively.

Mathematical Disposition of Students Through the Application of the CTL to Basic Statistics Lectures

“…This shows that students have the confidence to be able to take basic statistics courses without any doubt, students are able to provide reasons for the statements made, students are confident that by doing a lot of assignments they will be able to master the material well. This is in line with what was found by (Machmud et al, 2022) that students who have high self-confidence believe they can do the assignment, try to answer the questions given and can put forward ideas or ideas. A similar thing was also found by (Akbar et al, 2017) that students who have self-confidence will try hard in carrying out learning activities and conversely students who lack selfconfidence do not carry out activities with all their abilities.…”

“…One of the affective aspects that needs to be developed is a mathematical disposition as stated by Syofyan Machmud, 2022. A positive mathematical disposition will encourage positive thinking and action (Akbar et al, 2017;Machmud et al, 2022). Mathematical disposition is a tendency to think positively about mathematics (Fatimah & Sundayana, 2022;Priatna Martadiputra, 2012).…”

Kemampuan Pemecahan Masalah Matematis Berdasarkan Disposisi Matematis pada Materi Sistem Persamaan Linear Dua Variabel

“…Disposisi Matematis adalah kecenderungan untuk secara sadar (consciously), teratur (frequently), dan sukarela (voluntary) untuk berperilaku tertentu yang mengarah pada pencapaian tujuan tertentu (Machmud, Pusi, & Pauweni, 2022;Rahayu, Liddini, & Maarif, 2022).…”

Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain

“…Several studies have revealed that students will tend to see mathematics as procedural rather than conceptual when it has a bad disposition (Beyers, 2011;Soesanto et al, 2020;Vukovic et al, 2013). In fact, students' sensitivity in seeing the relationship between mathematics and daily life is also influenced by the mathematical disposition they have (Beyers, 2011;Machmud, Pusi, & Pauweni, 2022). Therefore, it is very noticeable that the position of this mathematical disposition is so important in playing its role when students learn mathematics.…”