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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Infinity (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Magister Pendidikan Matematika (JUMADIKA) Jurnal Padegogik Jurnal Infinity
Louise M Saija
Universitas Advent Indonesia
Humanities Education Mathematics Social Sciences Other

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ANALYZING THE MATHEMATICAL DISPOSITION AND ITS CORRELATION WITH MATHEMATICS ACHIEVEMENT OF ABSTRACT SENIOR HIGH SCHOOL STUDENTS Louise M. Saija
Jurnal Infinity Vol 1 No 2 (2012): Jurnal Infinity Volume 1 No 2
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v1i2.p148-152

Abstract

Salah satu standar yang diberikan oleh National Council of Teachers of Mathematics (NCTM) adalah disposisi matematik. Disposisi  bukan sekedar merujuk pada sikap tetapi suatu kecenderungan untuk berpikir dan bersikap dalam cara yang positif. Penelitian ini bertujuan untuk menganalisa disposisi matematik dan hubungannya dengan hasil belajar matematika siswa-siswa sekolah menengah atas (SMA). Sampel pada penelitian ini adalah 149 siswa SMA di Bandung. Analisa statistik didasarkan pada korelasi peringkat Spearman dan uji-t. Ditemukan bahwa secara rata-rata,  disposisi matematik dari siswa-siswa SMA dikategorikan rendah. Selanjutnya, terdapat korelasi positif dan signifikan antara disposisi matematik dan hasil belajar matematika siswa-siswa SMA, walaupun nilai koefisien korelasinya tidak tinggi. Suatu observasi juga dilakukan untuk menganalisa hubungan ini, dan didapati bahwa walaupun beberapa siswa memiliki disposisi matematik yang baik, kadang kala mereka tidak dapat menyelesaikan ujian dengan baik, karena padatnya kurikulum, dan juga aktifitas sosial mereka, yang membuat hasil belajar matematika mereka lebih rendah. Temuan lainnya adalah bahwa siswa-siswa SMA memerlukan guru-guru matematika dengan lebih banyak strategi mengajar  agar mereka dapat memiliki disposisi matematik yang lebih baik. Kata Kunci: Disposisi Matematik, Hasil Belajar Matematika   One of the evaluation standards given by the National Council of Teachers of Mathematics (NCTM) was mathematical disposition. Disposition refers not simply to attitudes but to a tendency to think and to act in positive ways. This study aimed to analyze the mathematical disposition and its correlation with mathematics achievement of senior high school (SMA) students. A total of 149 SMA students in Bandung were procured as samples. Statistical analysis was based on the Spearman rank correlation and on the t-test. The findings showed that at average, the mathematical disposition of the SMA students were categorizing low. Furthermore, there was a positive and significant correlation between mathematical disposition and mathematics achievement of the SMA students, though the correlation coefficient was not high. An observation was also made to analyze this correlation, and it was found that though some students have good mathematical disposition, sometimes they could not do the tests well, because of the condensed curriculum, and also their social activities, which make their mathematics achievement become lower. Another finding was that SMA students need teachers with some more mathematics teaching strategy for them to gain better mathematical disposition. Key words: Mathematical Disposition, Mathematics Achievement.
PENGARUH GAYA BELAJAR DAN MINAT BELAJAR TERHADAP KEMAMPUAN BERPIKIR KREATIF SMP KELAS VIII Ginting, Grace Sabatini Br; Saija, Louise M
Jurnal Padegogik Vol 8 No 1 (2025): Jurnal Padegogik, Januari 2025
Publisher : LPPM Universitas Advent Indonesia

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Abstract

The main purpose of this study was to determine whether there is an effect of learning style and interest in learning on the creative thinking ability of 8th grade junior high school students. Creative thinking ability is the ability to think consistently to produce something creative. While, learning style is a fixed way for students to receive information, remember, and think to solve a problem, and interest is an internal drive that causes attention, interest, and satisfaction in an activity. This research was conducted using a quantitative approach with a descriptive correlational research design. Respondents in this study were 78 students from classes VIIIF and VIIIG SMPN 1 Parongpong, west Bandung. The instruments used were questionnaires for learning style and for learning interest, and a creative thinking ability test. The research result shows that: (1) There are 22 students with one dominant learning style, 46 students have two, 60 students have three dominant learning styles, and there are more students with group learning style; (2) the learning interest of junior high school students are in the medium category, (3) 16.67% of the students have high categorical creative thinking ability, 62.82% of the students have medium, and 20.51% of the students have low categorical creative thinking ability; (4) There is an effect of learning style and learning interest towards the creative thinking ability of grade eight junior high school students.
Analysis of Mathematics Teaching Efficacy Belief of Prospective Mathematics Teachers Saija, Louise M; Hutajulu, Masta
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.27100

Abstract

Mathematics is a fundamental subject that plays a crucial role in students’ academic development, thus requiring competent teachers to effectively deliver mathematical concepts. One factor influencing teacher competence is mathematics teaching efficacy belief, which reflects a teacher’s confidence in their ability to teach mathematics successfully. This study aims to describe the mathematics teaching efficacy beliefs, among prospective mathematics teachers in West Java, Indonesia.   The research involved 55 undergraduate students majoring in mathematics education from various universities in West Java. The instrument used to collect data was the Mathematics Teaching Efficacy Belief Instrument (MTEBI), originally developed by (Enochs et al., 2000) and translated into the Indonesian language. The MTEBI consists of two sub scales: Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Descriptive quantitative analysis was conducted to categorize students' efficacy beliefs. The results show that, on average, prospective mathematics teachers in West Java exhibit a high level of mathematics teaching efficacy belief. Most of them fall into the high category for PMTE, with none categorized as low. Additionally, nearly all participants scored high in MTOE, with mean scores higher than those in the PMTE dimension. These findings suggest that prospective mathematics teachers generally possess strong confidence in their teaching abilities and believe in the positive outcomes of their teaching efforts. This highlights the potential readiness of these future educators to effectively teach mathematics.
ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES Saija, Louise M
Jurnal Magister Pendidikan Matematika (JUMADIKA) Vol 3 No 2 (2021): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol3iss2year2021page59-64

Abstract

This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.
Co-Authors Eko Kristianto Emiliana Ningtyas Sutrisno Ginting, Grace Sabatini Br Kartini Hutagaol Mariwati, Kartika Masta Hutajulu Rihi, Febriana Sharron Angel Senduk Sihotang, Ronny B Simanjuntak, Debora C. C.