Based on the question, what information can you get? For example, is there a triangle shape? What points are mentioned?
MNT-S: From the question, I can get that there is a triangle shape formed from points M, N, and B. The question also mentions the distance between point M and point B which is the peak and the starting point.
R = how do you illustrate the information in the question?
MNT-S: To illustrate it, I drew a triangle with points M, N, and B. Then I labeled the distance between point M and B as the information asked in the question.
R = is the illustration you made according to the information in the question?
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
Analysis Of Students Mathematical Literacy Skill In Solving Pisa Mathematica...Lisa Muthukumar
- The document analyzes students' mathematical literacy skills in solving PISA mathematics problems. Testing was conducted using questions adopted from PISA at different difficulty levels.
- The results showed that students' mathematical literacy skills were in the medium to low categories. Most students struggled with questions at higher difficulty levels that required complex modeling and reasoning.
- Factors like home environment, schooling, parents, and society were found to influence students' mathematical literacy development. Improving mathematical literacy is important for students' learning and problem-solving abilities.
Analysis Of Mathematical Problem Solving Skill Of Fifth Grade Students On Geo...Amy Roman
This document summarizes a study that analyzed the mathematical problem solving skills of 5th grade students in Indonesia on geometry topics. The study found that the average score of 39 students on a problem solving assessment was 53.9, indicating a lack of problem solving ability. When categorized, 20% of students were in the perfect group, 10% in the good group, 12.8% in the sufficient group, 33% in the minus group, and 23.1% in the least group. Common approaches students used to solve problems included drawing pictures, making tables, guessing and testing, breaking problems into sub-problems, and using formulas.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
An Analysis Of Knowledge In STEM Solving Algebraic ProblemsAmy Isleb
This study assessed undergraduate students' abilities in solving algebraic word problems and their attitudes towards STEM. 63 undergraduate mathematics education students participated. Students took tests on algebraic knowledge and applying algebra in science contexts, and a questionnaire on STEM attitudes. Results showed most students had low levels of algebraic knowledge and applying algebra to science. However, most students had positive attitudes towards STEM. The study aimed to understand the relationship between algebraic abilities, STEM attitudes, and performance.
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
Analysis Of Students Mathematical Literacy Skill In Solving Pisa Mathematica...Lisa Muthukumar
- The document analyzes students' mathematical literacy skills in solving PISA mathematics problems. Testing was conducted using questions adopted from PISA at different difficulty levels.
- The results showed that students' mathematical literacy skills were in the medium to low categories. Most students struggled with questions at higher difficulty levels that required complex modeling and reasoning.
- Factors like home environment, schooling, parents, and society were found to influence students' mathematical literacy development. Improving mathematical literacy is important for students' learning and problem-solving abilities.
Analysis Of Mathematical Problem Solving Skill Of Fifth Grade Students On Geo...Amy Roman
This document summarizes a study that analyzed the mathematical problem solving skills of 5th grade students in Indonesia on geometry topics. The study found that the average score of 39 students on a problem solving assessment was 53.9, indicating a lack of problem solving ability. When categorized, 20% of students were in the perfect group, 10% in the good group, 12.8% in the sufficient group, 33% in the minus group, and 23.1% in the least group. Common approaches students used to solve problems included drawing pictures, making tables, guessing and testing, breaking problems into sub-problems, and using formulas.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
An Analysis Of Knowledge In STEM Solving Algebraic ProblemsAmy Isleb
This study assessed undergraduate students' abilities in solving algebraic word problems and their attitudes towards STEM. 63 undergraduate mathematics education students participated. Students took tests on algebraic knowledge and applying algebra in science contexts, and a questionnaire on STEM attitudes. Results showed most students had low levels of algebraic knowledge and applying algebra to science. However, most students had positive attitudes towards STEM. The study aimed to understand the relationship between algebraic abilities, STEM attitudes, and performance.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
This document reports on a study that investigated the number sense skills of gifted secondary school students in Turkey in terms of five number sense components. The study involved 123 gifted students from grades 5-8 who completed a 20-item number sense test assessing understanding of number concepts, use of representations, understanding effects of operations, use of equivalencies, and use of calculation strategies. Results showed male students performed significantly better than females. Performance increased with grade level, with 8th graders highest. Understanding effects of operations had the highest mean score while understanding number concepts was lowest. The study aims to help meet the educational needs of gifted students and increase awareness of the importance of number sense for this group.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
Analysis Of Difficulty Of Student S Geometry Problem Solving Based On Van Hie...Joe Andelija
This document summarizes a research study that analyzed the difficulty students face when solving geometry problems based on Van Hiele's theory of geometric thinking. The study found that most students were at the lowest visualization level of thinking, with few reaching the higher analysis, informal deduction, and deduction levels. It also identified 13 students with low problem-solving ability, 7 with medium ability, and 6 with high ability. The researchers concluded that using interactive media like Macromedia Flash could help students better visualize geometric concepts and potentially improve their problem-solving skills.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
8 Best Images Of Printable Paper Vintage Love LetterErica Thompson
The document provides instructions on how to request assistance with writing assignments from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed, with refunds offered for plagiarized work.
The document provides instructions for submitting an assignment request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
Best Ways To Write A Perfect Evaluation Essay.Erica Thompson
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the paper. The document promotes HelpWriting.net's writing services and guarantees of original, high-quality content.
Science Fair Research Paper Teaching ResourcesErica Thompson
The document discusses how the Ancient Greeks communicated both directly and indirectly with their gods through various methods like oracles, seers, and sacrifice. Oracles were an important part of divination and provided insight into future events, acting as conduits between mortals and gods. Sacrifice at hearths or public bonfires allowed for more direct communication by conveying prayers to the heavens.
10 Steps To Writing A Successful Book ReportErica Thompson
The document discusses various risks faced by the food safety testing company Food Safety Net Services (FSNS). It identifies quality risks from staffing issues, macroeconomic risks from economic downturns, client demand risks if results are not delivered on time, industry consolidation risks from decreased bargaining power, and operational risks from failures to meet quality standards. Managing these risks is important for the company to achieve its goals and satisfy clients in the food safety testing industry.
Importance And Benefits Of College Free Essay SaErica Thompson
1) Euclid had a significant influence on Greek culture during a golden age of intellectual advancement. He created the Elements, considered the most influential mathematics textbook ever written, which established the idea of formal proof in geometry.
2) The Elements contained many foundational propositions and theorems, including the first written proof of the Pythagorean theorem. This was important because prior to Euclid, there was no formal proof of the theorem despite its wide acceptance.
3) Euclid helped establish geometry as a formal deductive system through his use of definitions, postulates, and proofs in the Elements, which influenced mathematics and science for centuries.
10 Easy Steps How To Write An Interview Paper In APAErica Thompson
Here are the key pros and cons of securitization:
PROS:
- It allows originators to transfer risk to investors, improving their balance sheets and enabling more lending.
- It creates liquidity in the market as securitized assets are easily traded. This provides a steady source of funding.
- It can lower borrowing costs for consumers as originators pass on some of the savings from cheaper funding.
CONS:
- Complex securitization structures can obscure risks, leading to mispricing and bubbles.
- Originators may reduce screening standards to boost volumes, lowering overall asset quality.
- Securitization can encourage excessive risk-taking as originators pass risks to investors.
- Boom and bust
Abstract Writing Guide. How To Write An Article AbstractErica Thompson
The document provides instructions for creating an account and submitting assignment requests on the HelpWriting.net website. Users complete a registration form to set up an account, then fill out an order form with details of their assignment. Writers bid on the request, and the user chooses a writer. The user can request revisions until satisfied with the completed work.
Best Paper Writing Service Expertpaperwriter MethodErica Thompson
This document summarizes the steps involved in requesting a paper writing service from HelpWriting.net:
1. Create an account with a password and valid email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Choose a writer bid based on qualifications, history and feedback, then pay a deposit to start.
4. Review the paper and authorize final payment if satisfied, or request free revisions.
5. Choose this service for original, high-quality work with a refund if plagiarized.
This document provides an overview and summary of the 7th edition of A Manual for Writers of Research Papers, Theses, and Dissertations by Kate L. Turabian. It discusses the additions and revisions made to this edition, including a new part on the research and writing process adapted from The Craft of Research by Booth, Colomb, and Williams. It also summarizes updates made to conform with the 15th edition of The Chicago Manual of Style, including expanded coverage of electronic sources and a reorganization of the source citation section.
A Qualitative Case Study The Lived Educational Experiences of Former Juvenil...Erica Thompson
1) The document summarizes previous research on the lived educational experiences of former juvenile delinquents. It discusses how qualitative research methods can provide insight into these experiences in a way that quantitative studies cannot.
2) The review of literature found links between juvenile delinquency and factors like family structure, parenting styles, peer associations, and negative experiences in education settings. Research suggests these experiences may influence whether youth engage in delinquent behaviors.
3) The study aimed to use qualitative interviews to examine the educational experiences of former delinquents and how those experiences impacted their lives, with the goal of better understanding and preventing juvenile misbehavior.
A Global Perspective on the Environmental Impact of Golf.pdfErica Thompson
This document discusses the environmental impact of golf on a global scale. It notes that while golf takes place outdoors, golf course development and maintenance can harm the environment. The growth of golf has led to an increase in courses worldwide, covering millions of acres of land. However, concerns have emerged regarding the chemicals used on courses, their high water consumption, and the effects of construction on local ecosystems. Some developers have made efforts to reduce golf's environmental footprint, but problems still exist, especially in developing countries where oversight is weaker. The media's promotion of golf has both increased environmental awareness but also fueled the sport's growth and its negative environmental consequences in some areas.
A Tracer Study on the Graduates of Bachelor of Secondary Education Major in E...Erica Thompson
This document provides background information on a study that aims to trace graduates of the Bachelor of Secondary Education in English program at Tarlac State University College of Education from the 2014-2015 batch. The study seeks to understand the graduates' employment profiles, acquired teaching skills and competencies, ratings of university support services, and implications of the program. Conducting tracer studies is important for evaluating curriculum relevance and graduate outcomes. The results of this study will provide feedback to improve the English education program and help the university adapt to current needs and demands.
Contenu connexe
Similaire à Analysis of Students Mathematical Communication Ability in Solving Trigonometry Problems Reviewed from Students Learning Interests.pdf
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
This document reports on a study that investigated the number sense skills of gifted secondary school students in Turkey in terms of five number sense components. The study involved 123 gifted students from grades 5-8 who completed a 20-item number sense test assessing understanding of number concepts, use of representations, understanding effects of operations, use of equivalencies, and use of calculation strategies. Results showed male students performed significantly better than females. Performance increased with grade level, with 8th graders highest. Understanding effects of operations had the highest mean score while understanding number concepts was lowest. The study aims to help meet the educational needs of gifted students and increase awareness of the importance of number sense for this group.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
Analysis Of Difficulty Of Student S Geometry Problem Solving Based On Van Hie...Joe Andelija
This document summarizes a research study that analyzed the difficulty students face when solving geometry problems based on Van Hiele's theory of geometric thinking. The study found that most students were at the lowest visualization level of thinking, with few reaching the higher analysis, informal deduction, and deduction levels. It also identified 13 students with low problem-solving ability, 7 with medium ability, and 6 with high ability. The researchers concluded that using interactive media like Macromedia Flash could help students better visualize geometric concepts and potentially improve their problem-solving skills.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
Similaire à Analysis of Students Mathematical Communication Ability in Solving Trigonometry Problems Reviewed from Students Learning Interests.pdf (9)
8 Best Images Of Printable Paper Vintage Love LetterErica Thompson
The document provides instructions on how to request assistance with writing assignments from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed, with refunds offered for plagiarized work.
The document provides instructions for submitting an assignment request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
Best Ways To Write A Perfect Evaluation Essay.Erica Thompson
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the paper. The document promotes HelpWriting.net's writing services and guarantees of original, high-quality content.
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- Boom and bust
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Analysis of Students Mathematical Communication Ability in Solving Trigonometry Problems Reviewed from Students Learning Interests.pdf
1. 23 (2), 2022, 774-792
Jurnal Pendidikan MIPA
e-ISSN: 2550-1313 | p-ISSN: 2087-9849
http://jurnal.fkip.unila.ac.id/index.php/jpmipa/
Ayu Faradillah
*Email: ayufaradillah@uhamka.ac.id
DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp774-792
Received: 02 April 2022
Accepted: 06 June 2022
Published: 14 July 2022
Analysis of Students Mathematical Communication Ability in Solving
Trigonometry Problems Reviewed from Students Learning Interests
Ayu Faradillah* & Alvian Aditira Pratama
Department of Mathematics Education, University of Muhammadiyah Prof. Dr. Hamka, Indonesia
Abstract: Mathematical communication ability have an important role for students in knowing
their abilities when communicating their understanding. The purpose of this study is to analyse
students’ mathematical communication ability in solving trigonometry problems in terms of
interest in learning. This research uses qualitative descriptive research. The instrument used in
this study were the questionnaire interest in learning, the mathematical ability test, and
interview. The results of this study is mathematical communication ability is different for every
subject both orally or writing related with interest in learning. And the conclusion of the study is
mathematical communication ability in writing, subject with high interest learning still better
than the subject interested in learning is medium and the interest in learning is low. While the
ability to communicate mathematically oral subject with medium and low interest learning still
better than the subject interested in learning is high.
Keywords: mathematical communication ability, learning interest, trigonometry.
Abstrak: Kemampuan komunikasi matematika berperan penting bagi siswa dalam mengetahui
kemampuannya saat mengkomunikasikan pemahamannya. Tujuan penelitian ini adalah
menganalisis kemampuan komunikasi matematis siswa dalam menyelesaikan soal trigonometri
ditinjau dari minat belajar. Penelitian ini menggunakan penelitian kualitatif deskriptif. Hasil
penelitian menunjukkan bahwa kemampuan komunikasi matematis berbeda-beda setiap subjek
baik secara lisan maupun tulisan yang dihubungkan dengan minat belajar. Dan kesimpulan
pada penelitian ini adalah kemampuan komunikasi matematis tulis, subjek dengan minat
belajar tinggi lebih baik daripada subjek dengan minat belajar sedang dan minat belajar
rendah. Sedangkan secara lisan, subjek pada minat belajar sedang dan rendah lebih baik
daripada subjek minat belajar tinggi.
Kata kunci: kemampuan komunikasi matematis, minat belajar, trigonometri.
▪ INTRODUCTION
Mathematics can be interpreted as a language, in the widely is a universal
language (Kabael, 2012). Mathematics learning is one of the material required, because
in addition to being neccessary in everyday life and future (Astuti, Azhar, & Faradillah,
2018; Uyen, Tong, & Tram, 2021; Viseu & Oliveira, 2012). In the mathematics
learning, one of the important abilities must have for student is mathematical
communication ability (Ismail, Arnawa, & Yerizon, 2020). Mathematical
communication ability can be defined as exchange ideas and explain knowledge then
communicate their ideas orally (Suratno, Tonra, & Ardiana, 2019). Mathematical
communication ability can also be interpreted as a student ability to present opinion and
idea, well as orally or written although other phase and can understand a opinion and
other idea (Al Tamimi, 2017; Phuong & Tuyet, 2018; Ulya, Rahayu, & Riyono, 2019).
In another sense, mathematical communication ability is expressing mathematical ideas
pass oration, writing, demonstrate, and describing through visual (Puspa, Riyadi, &
2. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 775
Subanti, 2019). Less of student knowledge in mathematics can make their
communication mathematical ideas to be not effective because the limited knowledge of
vocabulary for students. That needs a vocabulary in mathematical communication
ability because is very important for the writing skills students (Tong, Uyen, & Quoc,
2021). Mathematical communication have a role important to expand mathematical
question (Wiriyaudomsatean & Thinwiangthong, 2019).
One of individual success expand mathematical communication ability related in
student learning interest (Armania, Eftafiyana, & Sugandi, 2018). Interest in learning is
psychological condition for enganging or the desire for involved with a part of object
class, events, or thought certain (Lo & Tierney, 2017; Tsai, Lin, Hong, & Tai, 2018).
Interest in learning have a important role for guiding the selection of purpose for student
in choose for chase or supporting students to chase this purpose (Liebendörfer &
Hochmuth, 2013; Tsai et al., 2018). Students who given interest will be motivated for
receive a correct and equipped on understanding about the concept, affair, or object
which leads to meaningful learning (Lee et al., 2014).
Students interest in trigonometry is a determinant of performance while students
present is not determinant of performance in trigonometry (Muhammad, Sumaila, &
Yusuf, 2018). The material trigonometric important for studied because containing the
basic competency of students who must be managed and control of trigonometric
material related with level of thinking students (Bernard, Sumarna, Rolina, & Akbar,
2019). Many students still can not able to create substantiation between trigonometric
formula in trigonometry lesson (Hadi & Faradillah, 2020; Luzano, 2020) .
Several studies have examined related mathematical communication ability and
interest in learning such as; (Septiana, Kusmayati, & Fitriana, 2018), students
mathematical communication ability own a introvert personality able to arrange notion,
create a reason, and formalize general definition. (Anwar Rivai, Mardiyana, & Slamet,
2021), student mathematical communication ability actually good categorize but the
students still less for explaining and creating mathematical problem learned.
(Rohmanawati, Kusmayadi, & Fitriana, 2021), students who have assimilator
characteristic capable to explaining the problem situation in the design of geometry and
using mathematical solution in related to the analysis of other design. (Lomibao, Luna,
& Namoco, 2016), the students with approach mathematical communication have a
higher accomplishment, constructual understanding, and more for reduce anxiety
compared to the DLP approach.
From several studies that have been mentioned, then the gap in this study is that
there is still no research found related to mathematical communication ability in solving
trigonometry problems in terms of interest in learning at the high school. From the
studies that have been mentioned, the novelty from this research is researchers are
interested in conducting research about analysis of mathematical communication ability
in solving trigonometry problems in terms of interest in learning at the high school. And
the research purpose is to analyze studets mathematical communication ability in
solving trigonometry problems in terms of interest in learning.
▪ METHOD
This study uses qualitative descriptive methods. This study design seeks to find,
understand, and describe experiences by staying close to the research subject.
3. 776 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
Descriptive qualitative approach provides a clear description and experience that fits the
novice researcher to explore the question (Power, Atkinson, & Noonan, 2022). This
study aims to describe and analyze students’ mathematical communication ability in
solving trigonometry problems through interest in learning. This research was
conducted at SMA 2 Tambun Selatan from May to June. The population in this study
was all students of class X MIPA in Sma 2 Tambun Selatan for the 2021/2022 school
year with sample subjects totalling two classes.
Research Instruments
Determination of subjects in this study using a questionnaire of learning interest
that have been validated by experts, namely two lectures of mathematics education and
one mathematics teachers. Based on the results of the questionnaire that has been
reviewed and validated shows that the questionnaire that has been made by the
researcher is suitable for use to conduct research. The learning interest questionnaire is
used to classify categories of students who have a high, medium, and low interest in
learning. Based on the result of questionnaire which the students has done, obtained the
subject of study as many as three students, consisting of one subjects interested in high
learning, one subjects interested in medium learning, and one subjects interested in low
learning which refers to the subject taking guidelines for questionnaires and interviews
divided into three categories. The mathematical communication ability tests (Tkkm)
conducted using a description test totalled three trigonometric questions that had been
made by researchers. The purpose of this test is to measure the mathematical
communication ability of the subject of study. Each of the questions given has fill the
indicators of mathematical communication ability based on the reference indicators,
namely (1) drawing, is describe the picture or diagram into mathematical ideas; (2)
expression, is states the situation into the language or mathematical symbols; (3)
writing, is draw or explain the idea and the situation in writing (Surya, Syahputra,
Panjaitan, & Tiffany, 2017). Indicators of the drawing question : this indicators explain
about how to draw and decribe a picture according the statement was known. In this
indicator, students can presenting situation, idea, or solution from the problem was
known with a image or diagram.
Figure 1. The question in aspect drawing
Indicators of the expressing question: these indicators explain about how to
presenting mathematical concept to mathematical models or mathematical language. In
this indicator, students can present idea or situation using a mathematical models and
notation or symbol of mathematics.
4. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 777
Figure 2. The question in aspect expression
Indicators of the writing question: these indicators namely explaining and identify
was known from the problem with own sentence. In this indicators, students can
identify was known and stated in the problem.
Figure 3. The question in aspect writing
Interview were conducted using semi structured techniques in this study. Semi-
structured interviews techniques are able to obtain a variety of large amounts of data
and detail quickly that guarantees accurancy about individual characteristics and events
(O’Keeffe, Buytaert, Mijic, Brozovic, & Sinha, 2016). Semi-structure interview
designed to establish subjective responses from subjects about the specific conditions
they are facing using detailed interview guidelines which can be used when the subjects
statement is felt to be lacking (McIntosh & Morse, 2015).
Data Analysis
Data collection media uses tests, questionnaires, and interviews. here are the
indicators on the learning interest questionnaire.
Table 1. Indicators of questionnaire learning interest (abhi purwoko et al., 2021)
Variable Indicators Description Amount Statement
Number
Feeling of
pleasure
Teacher openings learning
mathematics
4 1,2,3,4
Ongoing learning mathematics
Teacher delivers the math
learning in detail
I can answer the given question
Material that the teacher is
currectly teaching
5. 778 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
Enthusiastic
statement
liking
something
Teacher give questions to train
mathematical comprehension
skills
3 5,6,7
If mathematics is taught daily
Growing sense
of interest
Easy to understand
mathematics lesson when using
learning media
4 8,9,10,11
Comfortable with interactive
classroom atmosphere while
learning mathematics
Enjoy the material that the
teachers presents
Like the way the teacher brings
when teaching
The growth of
a sense of
awareness in
learning
Want to know a lot of
knowledge about mathematics
in learning
3 12,13,14
Want to understand the material
that the teacher teaches in class
Understand the importance of
learning mathematics in
classroom
Follow during
learning
activities
Follow directions from the
teacher before doing math
learning
3 15,16,17
Trying to understand and
practice the sample questions
on the board that the teacher
explain in class
Listening the evaluation that
the teacher gives before ending
the math learning
Ready to pay
attention
Write math material that the
teacher describes in class
3 18,19,20
Willing to help the teacher if
need my help while learning
Ready to help my friend if it is
difficult when understanding
the material
6. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 779
The data analysis used was obtained from the learning interest questionnaire then
classified into three categories where students were then given test of mathematical
communication abilities whose results are presented in the form of a description.
Furthermore, triangulation is carried out to check the validity of the data by comparing
the results of the mathematical communication ability test with the results of interviews
▪ RESULT AND DISSCUSSION
Interest in learning questionnaires were given to 63 students of class X MIPA
SMAN 2 Tambun Selatan which consisted of two classes through google form then
researchers analysed the scores obtained from each student. Based on the questionnaire,
it produced 19 students with high learning interest, 37 students with medium learning
interest, and 7 students with low learning interest. Then the researchers chose one
subjects with high interest in learning, one subjects with medium interest in learning,
and one subjects with low interest in learning as research subject.
Table 2. Research subject categories
Number Name Subject
Code
Gender Score Categories
High Medium Low
1. NB MNT-T L 89 ✓
2. NNY MNT-S P 64 ✓
3. MB MNT-R P 41 ✓
The selection based on the classification of learning interests and the scores
obtained from the three subjects conformed to the criteria that qualified the required
sample. Next, the researcher gave the test of mathematical communication ability
(Tkkm) which amounted to 3 questions with each question referring to predetermined
indicators. This test is given to students of class X MIPA at SMA 2 Tambun Selatan
consist of two class by distributing questions directly in class.
Furthermore, students start working on Tkkm questions at number 1 with
indicators of mathematical communication ability, namely describe the picture or
diagram into mathematical ideas. The following are the result of working on Tkkm
number 1 from MNT-T presented in figure 4.
7. 780 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
Figure 4. The results of tkkm mnt-t number 1
Next, the researchers conducted interviews with MNT-T. The following is the text
of the interview with MNT-T.
MNT-T
R = are there any difficulties in answering question number 1?
MNT-T= possibly, I have a little trouble where during the illustration process i draw a
triangle because I think because it is the peak of M that there are points a and b, so I
combined MNB into one point then the MNB became the second point and the BAM
one became the third point sir
R = in question number 1, you are asked to determine the distance between the peak and
the starting point, what steps do you take first to solve this problem?
MNT-T= at first, I finished the calculation first and then drawn a triangle sir
Based on the presentation of the interview above and the test answer in figure 4,
it can be seen that MNT-T can understand the content of the questions in figure 1 and
knowing how to illustrate what is known from the question both in writing and orally
with a little explanation even though the illustration of the picture is incomplete and not
quite right and the process of calculating the problem is not correct, as in the research
which states the subject can describe the mathematical situation in the problem but does
not present the information in the image and is unable to solve the question on the
problem (Rohmanawati et al., 2021). This shows that MNT-T is able to reflect real
objects and drawing/diagrams into mathematical ideas even though they are incomplete.
Furthermore, the results of working on Tkkm number 1 from MNT-S are presented in
figure 5.
8. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 781
Figure 5. The results of tkkm mnt-s number 1
Next, the researchers conducted interviews with MNT-S. The following is the text
of the interview with MNT-S.
MNT-S
R = from the question number 1, what information can you get in this question?
MNT-S = for number 1, I using the triangle area formula sir, Because I’m little
confused by the question sir
R = anyway, for number 1 using cosinus rule. in the question number 1, it is asked to
determine the distance of the peak with the starting point, how your illustrate the image?
MNT-S = for the illustration a little forgot, so I first made points a and b to point m
which later the angle formed 63 degrees with the shape of triangle sir
Based on the presentation of the interview above and the test answer in figure 5, it
can be seen that MNT-S a little confused in understanding related to the content of the
question especially the calculation, but in describing what is known from the question
both in writing and orally a little understanding of how to illustrate it with a little
explanation during the interview even though the image made is incomplete, as in the
research which states the student shall not suitably state the situation of mathematics in
the form of picture (Pangaribuan, Martadiputra, Usdiyana, & Sihotang, 2020). This
shows that MNT-S is able to reflect real objects and pictures/diagrams into
mathematical ideas but the illustrations are incomplete. Furthermore, the results of
working on Tkkm number 1 from MNT-R are presented in figure 6.
Figure 6. The results of tkkm mnt-r number 1
9. 782 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
Next, the researchers conducted interviews with MNT-R. The following is the text
of the interview with MNT-R.
MNT-R
R = in the question number 1, you answered this question with help or not?
MNT-R = for number 1, the process is done by yourself sir
R = in the question number 1, it is asked to determine the distance of the peak with the
starting point, can you write the distance from point a to b which is known in the
question
MNT-R = like this the result, sir
Figure 7. The distance of point A to B
Based on the presentation of the interview above and the test answer in figure 6, it
can be seen that MNT-R can understand about the question by drawing what is known
from the problem but the illustrated picture is incorrect and incomplete same with
calculation and knows a little about point to point in the distance but the answer given
orally is different from written result MNT-R on the answer sheet, as in the research
which states the subject can declare his idea given by solving the problem with the way
but was unable to declare his idea into graph (Septiana et al., 2018). This shows that
MNT-R can reflect real objects and pictures/diagrams into mathematical ideas but the
illustrations are incorrect and incomplete.
Furthermore, students start working on Tkkm questions at number 2 with
indicators of mathematical communication ability, namely states the situation into the
language or mathematical symbols. The following are the result of working on Tkkm
number 2 from MNT-T presented in figure 8.
10. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 783
Figure 8. The results of tkkm mnt-t number 2
Next, the researchers conducted interviews with MNT-T. The following is the text
of the interview with MNT-T.
MNT-T
R = are there any difficulties in answering question number 2?
MNT-T = I had a little trouble in the calculations for the DEF and FDE angle
R = in question number 2 you are asked to determine the mathematical model of the
statement in the problem and determine the speed, what variable did you use first to
solve this problem?
MNT-T = I am forgot fo writing a variable sir
Based on the presentation of the interview above and the test answer in figure 8, it
can be seen that MNT-T unable to write mathematical symbols on the test sheet and not
understand how to make mathematical models both in writing and orally during the
interview and unable to complete the calculation of the problem, as in the research
which states students can't make mathematical models correctly for solve problems
according to the formula that was written (Utami, Pramudya, & Slamet, 2021). This
shows that MNT-T hasn’t been able to express mathematical concepts into
mathematical language. Furthermore, the results of working on Tkkm number 2 from
MNT-S are presented in figure 9.
Figure 9. The results of tkkm mnt-s number 2
11. 784 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
Next, the researchers conducted interviews with MNT-S. The following is the text
of the interview with MNT-S.
MNT-S
R = from the question number 2, what information can you get in this question?
MNT-S = for the number 2, it is known that the distance of the board, the angle as well
as the speed
R = in question number 2 you are asked to determine the mathematical model of the
statement in the problem and determine the speed, what variable did you use first to
solve this problem?
MNT-S = I’m still a little confused about this question sir
Based on the presentation of the interview above and the test answer in figure 9, it
can be seen that MNT-S can’t write down math symbols on the test sheets because they
can only draw without mentioning the math symbols and confused in understanding the
meaning of the question both in writing and orally during the interview, as in the
research which states that have trouble when understand the language using in the
senteces because the language in the problem needs to be declared in the form of
variable and mathematical models (Sinaga, Sinaga, & Napitupulu, 2021). This shows
that MNT-S hasn’t been able to express mathematical concepts into mathematical
language. Furthermore, the results of working on Tkkm number 2 from MNT-R are
presented in figure 10.
Figure 10. The results of tkkm mnt-r number 2
Next, the researchers conducted interviews with MNT-R. The following is the text
of the interview with MNT-R.
MNT-R
R = in the question number 2, you answered this question with help or not?
MNT-R = for number 2, the process is done by yourself sir
R = how do you write mathematical symbols on what kind of problem?
MNT-R = I mentioned the know thing according to the order about sir
12. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 785
Based on the presentation of the interview above and the test answer in figure 10,
it can be seen that MNT-R can write the mathematical symbols on the test sheet but not
be detailed with the completion of the answer either in writing or orally during the
interview, as in the research which states the subject can write down the element was
known although that incomplete (Ratnaningsih, Hermanto, & Kurniati, 2019). This
shows that MNT-R can reveal mathematical concepts into the language of mathematics
but not yet detailed.
Furthermore, students start working on Tkkm questions at number 3 with
indicators of mathematical communication ability, namely draw or explain the idea and
the situation in writing. The following are the result of working on Tkkm number 3
from MNT-T presented in figure 11.
Figure 11. The results of tkkm mnt-t number 3
Next, the researchers conducted interviews with MNT-T. The following is the text
of the interview with MNT-T.
MNT-T
R = are there any difficulties in answering question number 3?
MNT-T = I’m still confused and curious for calculate this problem sir
R = so the first, write down the known sides and create a triangle then we look for angle
with cosine rule. In your mind, the distance is positive or negative?
MNT-T = distance value is positive sir
Based on the presentation of the interview above and the test answer in figure 11,
it can be seen that MNT-T a little difficulty understanding the meaning of the question
can be seen from the resuts of the written and oral answers during the interview and the
from MNT-T written test can mention the known but cannot calculate the answers, as in
te research which state that students still less knowing how to write according on
mathematical concepts and to write was known from the problem (Puspa et al., 2019).
This shows that MNT-T able to explain and identify what is known in the problem with
13. 786 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
the own sentences even though it is not yet correct. Furthermore, the results of working
on Tkkm number 3 from MNT-S are presented in figure 12.
Figure 12. The results of tkkm mnt-s number 3
Next, the researchers conducted interviews with MNT-S. The following is the text
of the interview with MNT-S.
MNT-S
R = from the question number 3, what information can you get in this question?
MNT-S = in my opinion, the length of DB side is already known then for the AC side, I
am a little confused about how to calculate it
R = in the question number 3, are there no intersecting side?
MNT-S = have sir, in my opinion the DB side and the AC side intersect
R = it’s not the answer, for intersecting lines are line AB and line BD
Based on the presentation of the interview above and the test answer in figure 12,
it can be seen that MNT-S a little difficulty understanding how to calculate the AC side
can be seen from the results of written answers and verbally during the interview and
from the written tests MNT-S can writing answers in detailed, as in the research which
state that student can solve the problem this section with proofs that students can
14. Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792 787
modelling this problem correctly (Ismail et al., 2020). This shows that MNT-S able to
explain and identify what is known in the problem with the own sentences even though
it is not yet correct. Furthermore, the results of working on Tkkm number 3 from MNT-
R are presented in figure 13.
Figure 13. The results of tkkm mnt-r number 3
Next, the researchers conducted interviews with MNT-R. The following is the text
of the interview with MNT-R.
MNT-R
R = in the question number 3, you answered this question with help or not?
MNT-R = for number 3, the process is done by yourself sir
R = in the question number 3 is asked to determine the diagonal length of the AC, can
you try to write down the known side of this problem?
MNT-R = I don’t know sir
Based on the presentation of the interview above and the test answer in figure 13,
it can be seen that MNT-R can write down the calculation of the results in detail in
writing but the MNT-R answer is different during the interview when asked about
writing the known side of the question where the resuts of the written and oral tests are
very different, as in the research which states that the subject have a difficulty when
reveal a idea or mathematical sentence in own language (Septiana et al., 2018). This
shows that MNT-R unable to write down the known thing from the question with the
own sentence.
The results of description from 3 subject of research above, indicate that
mathematical communication ability is differents for every subject both orally or
writing related with interest in learning. This confirms that conveying mathematical
ideas both orally and in writing is related to the interest in learning. Subject who have
solid interest in learning will be matearialized in readiness to receive a read material
then reads from self awareness. Basically, the teacher strive to have the ability to design
and set many learning strategies that are felt to be in accordance with the interests and
abilities of students (Murtiyasa & Hapsari, 2020).
15. 788 Jurnal Pendidikan MIPA, 23 (2), 2022, 774-792
▪ CONCLUSION
Based on the results of the data analysis described above, it can be concluded that
mathematical communication ability in writing, subject with high interest learning still
better than the subject interested in learning is medium and the interest in learning is
low. While the ability to communicate mathematically oral subject with medium and
low interest learning still better than the subject interested in learning is high.
The student in this research becomen more aware that there is relationship
between their mathematical communication ability and their interest in learning as seen
from research. There are several shortcomings in this study, including the lack of the
research that examines the connection of this variable, still lack questionnaire material
was using in this research namely learning interest questionnaire because it has not been
studied too much by other researchers and this research can used as material for other
researchers if they want to conduct research similar to this variable.
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