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All Journal ARRUS Journal of Mathematics and Applied Science
Ilham Minggi
Mathematics Department, Universitas Negeri Makassar, Makassar, Sulawesi Selatan, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Mathematics Physics

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Students’ mathematical reasoning ability in solving TIMSS cognitive domain on Algebraic based on students’ thinking style Fauziah; Ilham Minggi; Ahmad Talib
ARRUS Journal of Mathematics and Applied Science Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/mathscience553

Abstract

This study aims to describe the students' mathematical reasoning abilities in solving TIMSS cognitive domain reasoning problems in algebraic content in terms of the student’s thinking style of the students. The type of research is a qualitative research study with a descriptive approach. The subjects of this research consisted of one student who representing each of the concrete sequential thinking styles. The instrument of this research used consisted of thinking style questionnaires, mathematical reasoning ability test questions, and interview guidelines. The results of this study indicate that: SK thinking style subjects are able to meet four indicators of mathematical reasoning ability, namely: a) the ability to make guesses, b) the ability to draw conclusions, arrange evidence, provide reasons or evidence for the truth of the solution, c) the ability to draw the validity of an argumen, and d) the ability to find patterns or the nature of mathematical symptoms to make generalizations.
Description of students Mathematical anxiety based on the students’ mathematics ability Rismayana; Muh. Dinar; Ilham Minggi
ARRUS Journal of Mathematics and Applied Science Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/mathscience555

Abstract

This study aims to see how the descriptions of anxiety student data are viewed from the level of students' mathematical abilities and is there a relationship between students 'math anxiety and the level of students' math abilities. This type of research uses quantitative methods to determine whether there is a relationship between students 'math anxiety and the level of students' mathematical abilities and qualitative methods to describe the characteristics of mathematics learning anxiety in terms of students' mathematical abilities. The subjects of this study were 3 students, namely one student with low math ability, one student with moderate math ability, and one student with high math ability. The research instrument consisted of a math ability test, an anxiety questionnaire and an interview guide. The level of math ability is categorized using standard deviation. The results showed that: In general, there is no relationship between students 'math anxiety level and students' math abilities in class XI IPA 2, however, some special cases show that there are children who have math anxiety in each category of math ability level (1) Students with low math abilities always experience symptoms of math anxiety because of low self-confidence, poor mastery of mathematical concepts, negative attitudes towards mathematics and passive (2) Students with moderate math abilities often experience math anxiety due to a high fear of mistakes, lack of mastery of mathematical concepts, perception of mathematics is difficult, and passive (3) Students with mathematical abilities rarely experience mathematics because the anxiety they experience is something that everyone naturally feels.
Co-Authors Ahmad Talib Fauziah Muh. Dinar Rismayana