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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Range : Jurnal Pendidikan Matematika
Yosy Candraningsih
Universitas Pendidikan Indonesia
Education Mathematics

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Relationship between Mathematical Communication Ability and Adversity Quotient of Junior High School Students Yosy Candraningsih; Elah Nurlaelah; Jarnawi Afgani Dahlan
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 20 No. 1 (2025)
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v20i1.81461

Abstract

Students' perceptions of the difficulty of mathematics often influence their mathematical abilities. Students who possess a strong Adversity Quotient (AQ) are likelier to demonstrate improved mathematical abilities, particularly in mathematical communication abilities. This study examines the relationship between mathematical communication ability and students' Adversity Quotient (AQ). The research employed a correlational method, with a sample of 31 ninth-grade students from a junior high school in Bandung City during the 2024/2025 academic year. Data were collected through mathematical communication ability tests and an Adversity Quotient (AQ) questionnaire. The collected data were analyzed in two stages: an Exploratory Data Analysis (EDA), which included normality and linearity tests, followed by Confirmatory Data Analysis (CDA), which used the Pearson correlation test. The results revealed a correlation coefficient of 0.672, indicating a medium-level relationship between students' mathematical communication ability and their Adversity Quotient (AQ).
Moderating Effects of Educational Level and Mathematical Competence on the Effectiveness of Cognitive Conflict Strategy: A Meta-Analysis Harun Onesimus Laia; Bambang Avip Priatna Martadiputra; Yosy Candraningsih; Fujiama Marjud
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9531

Abstract

This study aims to analyze the effectiveness of the cognitive conflict strategy in mathematics learning and to examine whether educational level and mathematical competence act as moderators in this strategy. A meta-analysis approach was conducted on 41 effect sizes. Data were analyzed using a random-effects model, with effect sizes calculated using Hedges' g. The data analysis was performed using the Comprehensive Meta-Analysis (CMA) software to ensure the accuracy of effect size calculations, heterogeneity tests, and moderator analyses. The results show that the cognitive conflict strategy has a significant effect (g = 1.047; p < 0.05). Additionally, mathematical competence was found to be a significant moderator (p < 0.05), with the highest effect sizes observed in conceptual understanding (g = 1.712) and critical thinking (g = 1.355). However, the educational level did not serve as a significant moderator (p = 0.092), indicating that the cognitive conflict strategy is beneficial across various educational levels. This study concludes that the cognitive conflict strategy is effective in enhancing mathematics learning, especially in conceptual understanding and critical thinking. Its novelty lies in identifying mathematical competence, not educational level, as a significant moderator. This implies that implementation should be adjusted based on the targeted competence. Future research may explore other potential moderators, including learner traits, instructional design, and technology use, to refine its application.
Co-Authors Bambang Avip Priatna Martadiputra Elah Nurlaelah Fujiama Marjud Harun Onesimus Laia Jarnawi Afgani Dahlan