Mathematical logical intelligences as a predictor of mathematics learning outcomes

Estri, Fadhila Kurnia; Ibrahim, Ibrahim

doi:10.33654/math.v7i1.1146

Cited by 2 publications

(3 citation statements)

References 10 publications

(11 reference statements)

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“…This result is in line with several studies that have also found a positive effect of logical-mathematical intelligence on problem-solving ability (Asmal, 2020;Azinar et al, 2020;Etchepare et al, 2011;Zulkarnain & Nurbiati;. This type of intelligence plays an important role in one's mathematical ability (Estri & Ibrahim, 2021;Sukardjo & Yusdiningtias, 2018). In essence, this intelligence is indeed standardized as a parameter of achievement of abilities in the field of mathematics (Dara & Budiarto, 2018;Putri, 2018).…”

Section: Discussionsupporting

confidence: 85%

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Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Wati

Pujiriyanto

2022

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[English]: Problem-solving is the heart of mathematics learning that can be influenced by intelligence. Logical-mathematical, visual-spatial, and intrapersonal intelligence have possible effects on problem-solving. This ex post facto quantitative research aims to evaluate the effect of the three intelligence on the ability of prospective primary teachers (PPT) to solve mathematical problems partially and simultaneously. The research sample (n=207) was selected through proportional stratified random sampling using the Slovin formula. Data were collected through a test and questionnaire that had been tested for content and construct validity as well as construct and composite reliability. Data prerequisite tests include tests for normality, linearity, multicollinearity, and heteroscedasticity. Hypothesis testing is done through a multiple regression test. The results show that logical-mathematical, visual-spatial, and intrapersonal intelligence simultaneously have a significant effect on PPTs’ mathematical problem-solving with a large effect of 30.3%. Partially, intrapersonal intelligence does not have a significant effect on problem-solving ability. [Bahasa]: Pemecahan masalah merupakan jantung pembelajaran matematika yang bisa dipengaruhi oleh faktor kecerdasan. Jenis kecerdasan yang berpotensi memiliki pengaruh adalah logis-matematis, spasial-visual, dan intrapersonal. Penelitian kuantitatif ex post facto ini bertujuan untuk menguji pengaruh dari ketiga kecerdasan tersebut terhadap kemampuan pemecahan masalah matematis secara parsial maupun simultan. Sebanyak 207 mahasiswa sebagai sampel penelitian dipilih melalui proportional stratified random sampling menggunakan rumus Slovin. Data dikumpulkan melalui tes dan kuesioner yang sudah di uji validitas isi dan konstruk serta reliabilitas konstruk dan komposit. Uji prasyarat data meliputi uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Uji hipotesis dilakukan melalui uji regresi berganda. Hasil penelitian menunjukkan bahwa kecerdasan logis-matematis, spasial-visual, dan intrapersonal secara simultan berpengaruh signifikan terhadap kemampuan pemecahan masalah matematis dengan besar pengaruh 30,3%. Sedangkan secara parsial hanya kecerdasan intrapersonal yang tidak memiliki pengaruh signifikan terhadap kemampuan pemecahan masalah matematis.

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Section: Discussionsupporting

confidence: 85%

“…For example, the ability to hypothesize plays an important role in planning solutions and making decisions about the type of problem solution. In addition, mathematical problems certainly require various mathematical calculation skills, which is also part of logical-mathematical intelligence (Estri & Ibrahim, 2021).…”

Section: Discussionmentioning

confidence: 99%

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Wati

Pujiriyanto

2022

BetaJTM

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“…Basri, Tayeb, Abrar, Nur, & Angriani (2020) menemukan dalam penelitiannya di salah satu SMP di Sulawesi Selatan bahwa hasil belajar matematika siswa masih pada kategori rendah, yaitu hanya 70% dari 81 siswa belum mencapai nilai KKM 75. Hal ini diperkuat temuan lebih dari lima penelitian dalam durasi 2017 hingga 2020 yang mengungkapkan bahwa hasil belajar matematika masih pada kategori rendan atau tidak memuaskan (Estri & Ibrahim, 2021). Ini artinya ada faktor-faktor yang memengaruhi hasil belajar matematika yang perlu dioptimalkan.…”

Section: Pendahuluanunclassified

Emotional Intelligence and Self Efficacy as A Contributor of Student Mathematics Learning Outcomes

Ibrahim

2022

Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang)

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This study aims to determine the contribution of emotional intelligence and self-efficacy to mathematics learning outcomes with the research object of 52 grade IX students in the 2020/2021 school year of MTsN 1 Yogyakarta. This type of research is quantitative with ex post facto research methods. The instrument used is a scale of emotional intelligence and self-efficacy. The data analysis technique used is multiple regression analysis. The results of data analysis show that the value of R = 0.479 and R2 = 0.229 with the probability value in the regression test being 0.002. These results mean that emotional intelligence and self-efficacy contribute to students' mathematics learning outcomes

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Mathematical logical intelligences as a predictor of mathematics learning outcomes

Cited by 2 publications

References 10 publications

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Emotional Intelligence and Self Efficacy as A Contributor of Student Mathematics Learning Outcomes

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