Keywords
Kemampuan koneksi matematis, rasa ingin tahu, self-efficacy, kemampuan penalaran matematis, mathematical connection ability, curiosity, mathematical reasoning ability
Document Type
Article
Abstract
Penelitian ini bertujuan untuk mendeskripsikan hubungan kemampuan koneksi matematika, rasa ingin tahu, dan self-efficacy dengan kemampuan penalaran matematis siswa SMA. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian ex post facto. Populasi penelitian mencakup seluruh siswa kelas X di Kabupaten Brebes. Sampel adalah 362 siswa yang berasal dari enam sekolah di Kabupaten Brebes ditentukan dengan stratified propotional random sampling technique. Pengumpulan data dilakukan menggunakan tes dan angket dengan skala likert. Teknik analisis data yang digunakan adalah analisis linier ganda dan analisis korelasi parsial. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematis, rasa ingin tahu, dan self-efficacy secara bersama-sama berhubungan dengan kemampuan penalaran matematika siswa SMA, dimana kontribusi yang diberikan sebesar 46,3%, serta persamaan regresi yang diperoleh yaitu Y = 0,97 + 0,422X1 + 0,059 X2 + 0,041 X3. Hubungan antara kemampuan koneksi matematis (X1) dengan kemampuan penalaran (Y) dengan kontribusi sebesar 23,27%. Hubungan antara rasa ingin tahu (X2) dengan kemampuan penalaran dengan kontribusi sebesar 3,59%. Hubungan antara self-efficacy (X3) dengan kemampuan penalaran dengan kontribusi sebesar 1,81%.
Relationship between mathematical connection ability, curiosity, and self-efficacy with mathematical reasoning ability
Abstract
This study aimed to describe the relationship between mathematical connection ability, curiosity, and self-efficacy and the mathematical reasoning ability of senior high school students. This study was a quantitative ex post facto study. The population comprised all tenth-grade students of senior high school in Brebes District, Indonesia. The sample was 362 students from six schools that were established using the stratified proportional random sampling technique. The data were collected through a test and Likert-scale questionnaires. The data were analyzed using multiple regression and partial correlation analysis. The results showed that mathematical connection ability, curiosity, and self-efficacy, as an aggregate correlated with mathematical reasoning ability, with a contribution of 46,3% obtained by the regression model Y = 0.97 + 0.422X1 + 0.059 X2 + 0.041 X3. The relationship between mathematical connection and mathematical reasoning ability with the contribution of 23.27%. The relationship between curiosity and mathematical reasoning ability with the contribution of 3.59%. The relationship between self-efficacy and mathematical reasoning ability with the contribution of 1.81%.
Page Range
200-210
Issue
2
Volume
6
Digital Object Identifier (DOI)
10.21831/jrpm.v6i2.26552
Source
https://journal.uny.ac.id/index.php/jrpm/article/view/26552
Recommended Citation
Hadiat, H. L., & Karyati, K. (2019). Hubungan kemampuan koneksi matematika, rasa ingin tahu dan self-efficacy dengan kemampuan penalaran matematika. Jurnal Riset Pendidikan Matematika, 6(2), 200-210. https://doi.org/10.21831/jrpm.v6i2.26552
References
Amir-Mofidi, S., Amiripour, P., & Bijan-Zadeh, M. H. (2012). Instruction of mathematical concepts through analogical reasoning skills. Indian Journal of Science and Technology, 5(6), 2916-2922.
Azwar, S. (2004). Metode penelitian. Pustaka Pelajar.
Badjeber, R., & Fatimah, S. (2015). Peningkatan kemampuan koneksi matematis siswa SMP melalui pembelajaran inkuiri model Alberta. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 18. https://doi.org/10.18269/jpmipa.v20i1.557
Ball, D. L., Lewis, J., & Thames, M. H. (2008). Chapter 1: Making mathematics work in school. Journal for Research in Mathematics Education. Monograph, 14, 13-201.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
Barmby, P., Harries, T., Higgins, S., & Suggate, J. (2007). How can we assess mathematical understanding. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 2, 41-48.
Bhowmick, S., Young, J. A., Clark, P. W., & Bhowmick, N. (2017). Marketing students' mathematics performance: The mediating role of math anxiety on math self-concept and math self-efficacy. Journal of Higher Education Theory and Practice, 17(9). https://doi.org/10.33423/jhetp.v17i9.1426
Bieda, K. N., Ji, X., Drwencke, J., & Picard, A. (2014). Reasoning-and-proving opportunities in elementary mathematics textbooks. International Journal of Educational Research, 64, 71-80. https://doi.org/10.1016/j.ijer.2013.06.005
Brodie, K. (2010). Teaching mathematical reasoning in secondary school classrooms (K. Brodie (ed.)). Springer US. https://doi.org/10.1007/978-0-387-09742-8
Denneson, L. M., Smolenski, D. J., Bush, N. E., & Dobscha, S. K. (2017). Curiosity improves coping efficacy and reduces suicidal ideation severity among military veterans at risk for suicide. Psychiatry Research, 249, 125-131. https://doi.org/10.1016/j.psychres.2017.01.018
GarcÃa-GarcÃa, J., & Dolores-Flores, C. (2018). Intra-mathematical connections made by high school students in performing Calculus tasks. International Journal of Mathematical Education in Science and Technology, 49(2), 227-252. https://doi.org/10.1080/0020739X.2017.1355994
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Allen & Unwin.
Hashemia, N., Abua, M. S., Kashefia, H., & Rahimib, K. (2013). Generalization in the learning of mathematics. Second International Seminar on Quality and Affordable Education (ISQAE). https://educ.utm.my/wp-content/uploads/2013/11/291.pdf
Lawson, A. E., Banks, D. L., & Logvin, M. (2007). Self-efficacy, reasoning ability, and achievement in college biology. Journal of Research in Science Teaching, 44(5), 706-724. https://doi.org/10.1002/tea.20172
Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75-86. https://doi.org/10.1207/S15327752JPA8001_16
McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain. Springer New York. https://doi.org/10.1007/978-1-4614-7135-6
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 21 Tahun 2016 tentang Standar Isi Pendidikan Dasar dan Menengah, Pub. L. No. 64, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (2016).
Ministry of Education. (2007). Science syllabus"lower secondary. Curriculum Planning & Development Design.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making. National Council of Teacher of Mathematics. http://www.nctm.org
Ontario Ministry of Education. (2005). The Ontario curriculum, grades 1 to 8: Mathematics. Queen's Printer for Ontario.
Organisation for Economic Co-operation and Development. (2013). PISA 2012 assessment and analytical framework : Mathematics, reading, science, problem solving and financial literacy. OECD. https://doi.org/10.1787/9789264190511-en
Organisation for Economic Co-Operation and Development. (2004). Learning for tomorrow's world. OECD. https://doi.org/10.1787/9789264006416-en
Organisation for Economic Co-Operation and Development. (2009). Factbook 2010: Economic, environmental and social statistics. OECD. https://doi.org/10.1787/factbook-2009-graph126-en
Organisation for Economic Co-Operation and Development. (2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science (1st ed.). OECD Publishing. https://doi.org/10.1787/9789264091450-en
Organisation for Economic Co-Operation and Development. (2014). PISA 2012 results: What students know and can do (Volume I, Revised edition, February 2014). OECD. https://doi.org/10.1787/9789264208780-en
Organisation for Economic Co-Operation and Development. (2016). PISA 2015 results (Volume I): Excellence and equity in education: Vol. I. OECD. https://doi.org/10.1787/9789264266490-en
Ormord, J. E. (2009). Psikologi pendidikan membantu siswa tumbuh dan berkembang (A. Kumara & R. Rahmat (trans.)). Erlangga.
Renner, B. (2006). Curiosity about people: The development of a social curiosity measure in adults. Journal of Personality Assessment, 87(3), 305-316. https://doi.org/10.1207/s15327752jpa8703_11
Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2014). Helping children learn mathematics. Wiley.
Schunk, D. H. (2012). Teori-teori pembelajaran: perspektif pendidikan (E. Hamdiah & R. Fajar (trans.)). Pustaka Pelajar.
Sengul, S. (2011). Effects of concept cartoons on mathematics self-efficacy of 7th grade students. Educational Sciences: Theory and Practice, 11(4), 2305-2313.
Sidenvall, J., Lithner, J., & Jäder, J. (2015). Students' reasoning in mathematics textbook task-solving. International Journal of Mathematical Education in Science and Technology, 46(4), 533-552. https://doi.org/10.1080/0020739X.2014.992986
Tang, Y.-Y. (2017). Curiosity and creativity motivate self-learning. In Brain-Based Learning and Education (pp. 19-23). Elsevier. https://doi.org/10.1016/B978-0-12-810508-5.00004-3
Utami, R. W., & Wutsqa, D. U. (2017). Analisis kemampuan pemecahan masalah matematika dan self-efficacy siswa SMP negeri di Kabupaten Ciamis. Jurnal Riset Pendidikan Matematika, 4(2), 166. https://doi.org/10.21831/jrpm.v4i2.14897
Wicaksana, Y., Wardono, W., & Ridlo, S. (2017). Analisis kemampuan literasi matematika dan karakter rasa ingin tahu siswa pada pembelajaran berbasis proyek berbantuan schoology. Unnes Journal of Mathematics Education Research, 6(2), 167-174. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/20475
Witt, M., & Hansen, A. (2014). Primary mathemat