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All Journal Range : Jurnal Pendidikan Matematika International Journal of Science Education and Cultural Studies Jurnal Infinity
Javier García-García
Universidad Autónoma de Guerrero
Education Languange, Linguistic, Communication & Media Mathematics Other

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Profile of Middle School Students' Mathematical Literacy Ability in Solving Number Pattern Problems Ronaldus Ariyanto Jelahu; Aloisius Loka Son; Hendrika Bete; Javier García-García; Sudirman Sudirman; Fiki Alghadari
International Journal of Science Education and Cultural Studies Vol. 2 No. 1 (2023): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v2i1.72

Abstract

The aim of this study is to describe profile of middle school students' mathematical literacy ability in Solving Number Pattern Problems. This study used a descriptive case study design with 29 students in grade VIII at a middle school in Kefamenanu city, Indonesia. Test and interviews were the methods to collect data about the mathematical literacy ability. To analysis data we used the Miles and Huberman models with stages namely reduction data, data presentation and conclusions as a technique. The results of the study concluded that the profile of middle school students' mathematical literacy ability in solving number pattern problems is in the high category. Students with high mathematical literacy abilities meet all indicators at 3 levels of mathematics literacy cognitive namely understanding level, implementation level and level reasoning. Students with medium mathematical literacy abilities were able to achieve indicators of the level of understanding, while for the level of application and reasoning not all indicators were achieved. Students with low mathematical literacy abilities are only able to reach the level of understanding indicators, while the level of application and level of reasoning has not been achieved.
Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman Sudirman; Javier García-García; Camilo Andrés Rodríguez-Nieto; Aloisius Loka Son
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style Kresensia Usolin; Aloisius Loka Son; Talisadika Serrisanti Maifa; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2023): RANGE Januari 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v4i2.3593

Abstract

This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are a mathematical communication ability test, Group Embedded Figure Test, and interviews. The results showed that students with a field-independent cognitive style have high mathematical communication abilities. This can be seen from the test results of the three field-independent students who are able to express mathematical ideas through oral, written, demonstration and describe in visual form, are able to analyze, interpret, and evaluate mathematical ideas through oral, written, and other visual forms, and are able to use terms, mathematical notations, and their structures to present ideas, describe relationships, and situation models when solving problems mathematical sets. Meanwhile, students with a field-dependent cognitive style have low mathematical communication abilities. This can be seen from the results of the mathematics communication ability test of the three field-dependent students who have not been able to meet all the indicators of mathematical communication.
Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review Karen Gisel Campo-Meneses; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2023): RANGE Juli 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v5i1.4738

Abstract

This paper reports a review of the Mathematics Education literature related to exponential and logarithmic functions and mathematical connections. Mainly, it seeks to answer the question: What is the current state of research related to exponential and logarithmic functions and mathematical connections in the field of Mathematics Education? To answer it, the systematic review was used as a method, through which a search for research focused on the preselected theme was carried out and analyzed taking into account, mainly, the objective, theoretical approach, contribution, and the reported results. This allowed, among other things, to identify what had been done to date and what would be viable studies to carry out. The results indicate that there is still much to explore in the line of mathematical connections, in addition to the need to carry out designs close to the teacher's practice, which promotes the understanding of exponential and logarithmic functions in students, based on the making of mathematical connections.
Co-Authors Aloisius Loka Son Bete, Hendrika Camilo Andrés Rodríguez-Nieto Fiki Alghadari Karen Gisel Campo-Meneses Kresensia Usolin Maifa, Talisadika Serrisanti Ronaldus Ariyanto Jelahu Sudirman