Mathematical Reasoning Abilities of High School Students in Solving Contextual Problems

Firdausy, Ainun Rahma; Triyanto, .; Indriati, Diari

doi:10.54783/ijsoc.v3i1.285

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…The three subjects have made mathematical statements appropriately from relevant concepts although there are still subjects who do not make reasons for each proof. This shows that the subject's procedural ability is good so that it supports the complex proof process (Firdausy et al, 2021;Jeannotte & Kieran, 2017).…”

Section: Discussionmentioning

confidence: 83%

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

Aisyah,

Susanti,

Meryansumayeka

et al. 2023

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Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participants in this study, and they were student prospective mathematics teachers' s taking geometry courses. Data were collected through working documents, open questionnaires, and semi-structured interviews and were analyzed using iterative techniques consisting of data condensation, data exposure, and verification. The study's results showed that students' prospective teachers did not prioritize proof in solving geometry problems, even though they worked hard to solve the problems independently until they were finished. The students' perseverance also impacts their mathematical reasoning in proving geometric theorems. Students with more hard work values tend to have more reasoning values. The results of this study have implications that there needs to be an effort from the teacher to get used to giving proof questions to support students' perseverance and mathematical reasoning abilities.

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Section: Discussionmentioning

confidence: 83%

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

Aisyah,

Susanti,

Meryansumayeka

et al. 2023

View full text Add to dashboard Cite

show abstract

“…according to the question of section (a) which asks how the process is calculated. In fact, a person's reasoning ability can be seen from the way he performs mathematical manipulations, presenting answers both orally and in writing precisely (Firdausy & Indriati, 2021). ability (Solomon, 2012).…”

Section: Resultsmentioning

confidence: 99%

The Influence of Self-Confidence on the Mathematical Reasoning Ability of Junior High School Students

Jati

Soebagyo

2023

PJPM

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Self-confidence is an aspect of personality that plays a role in shaping the potential of students, if they master the confidence with slick, it is also expected to pursue their mathematics to produce optimal results, so that this aspect also has an influence as an important role in the ability of mathematical reasoning students. This study has the intention to see the effect of student confidence on the mathematical reasoning ability of Grade IX students of SMPN 11 Bekasi semester 1 of the 2022-2023 academic year. The proposed research method is quantitative research techniques with survey research design. The sampling technique used is Simple Random Sampling. The population of Class IX was 237 students. Samples were taken as many as 149 students using the Slovin formula. The research Data was obtained through testing instruments about mathematical reasoning ability as much as 5 points and instrument questionnaire confidence as much as 20 statements. The results obtained can be concluded in the form of self-confidence affect the reasoning ability of students. Self-confidence had a positive effect of 3.4% on students ' reasoning ability. however, students ' self-confidence is still at a moderate level. So, the reasoning ability of students cannot be said to be optimal. Based on the results found, it is necessary to conduct extended research on this theme by using various other influencing factors.

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“…Then the results of other recent survey such as from TIMSS in 2015 showed that Indonesia's average score and ranking in the mathematics category was still very far from the international average score and was still in the backward rank. The international average score was 500 while Indonesia only reached on 397 (Firdausy et al, 2021). In the TIMSS version, Indonesia was ranked 44th out of 49 countries in the mathematics category (Firdausy et al, 2021).…”

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confidence: 98%

Dominant Factor were Caused Eight Grade Students Errors in Solving on Cartesian Coordinate Multistep Routine and Non-Routine Modification Story Problems

Hendrayanto

Riyadi

Indriati

2022

JTAM

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Giving a high level modification story problems with multistep routine and non-routine problems in cartesian coordinate learning is an effort to achieve optimal learning and also important because it has good effect for students. Less than optimal learning of cartesian coordinates for eight grade it was usually represented by the frequent of student errors occurrence on an ongoing basis in solving on mathematical problems in assignments and daily tests. This research purpose was to reveal the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems. This research is a descriptive qualitative in type. Research data collection based on survey, interview, test and documentation. The research subjects in this research were eight grade students of SMPN 4 Wonosobo. In this research 18 students of eight grade students SMPN 4 Wonosobo as the research sample. The sampling technique it was used in this research is purposive sampling. The results of this research indicate the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems is students difficulties. Students difficulties such as compiling steps to solve problems in the form of multistep story problems, understanding the position conception of starting point with a certain point, understanding the conception of a perpendicular lines and a parallel lines to the X and Y axis, determining the distance of a point to certain point. The implication of this research is can obtain information about the dominant factor were caused student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems as the relation to the current idealization of mathematics learning optimization and can be able for planing another appropriate and solution steps for the implementation of mathematics learning in an effort to minimize student errors.

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Mathematical Reasoning Abilities of High School Students in Solving Contextual Problems

Cited by 6 publications

References 7 publications

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

The Influence of Self-Confidence on the Mathematical Reasoning Ability of Junior High School Students

Dominant Factor were Caused Eight Grade Students Errors in Solving on Cartesian Coordinate Multistep Routine and Non-Routine Modification Story Problems

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