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Amelia Muslimah
Universitas Sultan Ageng Tirtayasa
Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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Analisis Kemampuan Generalisasi Matematis Siswa SMP Kota Cilegon Amelia Muslimah; Heni Pujiastuti; Ade Nandang Mustafa; Novaliyosi
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18458

Abstract

This study aims to analyze the mathematical generalization ability of junior high school students in Cilegon City on the topic of relations and functions. Mathematical generalization ability is an important component of higher-order thinking that includes the ability to recognize patterns, express regularities, and represent mathematical relationships in symbolic form. The method used was descriptive quantitative, involving 368 students from 50 schools that are members of the Mathematics Subject Teachers Association (MGMP) of Cilegon City. The research instrument consisted of six open-ended questions developed based on three indicators of generalization ability proposed by Mason, Sitorus, and Sutirna (2023): perception of generality, expression of generality, and symbolic and manipulation of generality. Data were analyzed descriptively through the calculation of mean scores and ability category classification. The results of the study show that students’ mathematical generalization ability is in the moderate category with an average score of 2.08. The indicators of perception of generality and expression of generality are also in the moderate category, while symbolic and manipulation of generality falls into the low category. These findings indicate that students are able to recognize patterns and express simple relationships, but still experience difficulties in constructing formal symbolic representations. Based on these results, mathematics learning needs to be more oriented toward exploration, conceptual reasoning, and the use of interactive visual media to improve students’ symbolic representation skills and functional understanding.
Differences in the Effects of Problem-Based Learning and Inquiry-Based Learning Models on Students' Mathematical Generalization Ability in Terms of Learning Motivation Amelia Muslimah; Heni Pujiastuti; Ade Nandang Mustafa
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i2.906

Abstract

The purpose of this study was to determine how students' mathematics generalization skills varied based on their motivation when using the Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) learning models. This study uses a quasi-experimental design using a pretest-posttest non-equivalent group design and a quantitative methodology. Students in the eighth grade at a junior high school in Banten, Indonesia during the 2025–2026 school year make up the population of this study. Purposive sampling was used to select two classes of eighth-grade pupils for the sample. Mathematical generalization ability tests and learning motivation questionnaires are used to collect data, which is then analyzed using two-way ANOVA and the Scheffe test at a significance level of 5%. The conclusion is that PBL and IBL students have the same capacity for mathematical generalization. However, students' capacity for mathematical generalization varies according on their degree of motivation. Students with low motivation differ significantly from those with high and moderate motivation in their capacity to generalize mathematical concepts, according to the results of the Scheffe test. Nonetheless, there is no discernible difference between pupils with high and moderate motivation in terms of their capacity for mathematical generalization. Learning models and learning motivation in relation to mathematical generalization abilities also interact. Therefore, it may be said that the degree of student motivation determines how the learning models affect their capacity for mathematical generalization. Therefore, teachers should consider the motivation of students in choosing learning models of mathematics.
Co-Authors Ade Nandang Mustafa Heni Pujiastuti Heni Pujiastuti Novaliyosi