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All Journal Ethnomathematics Journal Hipotenusa: Journal of Mathematical Society
Noka Setya Maharani
Universitas Negeri Yogyakarta
Arts Education Mathematics Social Sciences Other

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ANALYSIS ON STUDENTS’ NUMERACY SKILLS IN SOLVING PROPORTION PROBLEMS IN THE CONTEXTS OF CANDI UMBUL TRADITIONAL MARKET Fitria Sulistyowati; Irmawati Irmawati; Noka Setya Maharani; Muhammad Irfan
Ethnomathematics Journal Vol 4, No 2 (2023): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v4i2.59924

Abstract

The weaknesses in students' abilities in applying mathematical concepts and rules to non-routine problems caused them difficulties in solving them. This study was aimed at analyzing students' numeracy skills in solving proportion problems with the contexts of Candi Umbul Traditional Market. The study was qualitative descriptive research involving two seventh-grade students in Indonesia as research subjects. The two student subjects were selected from 10 students who completed the numeracy task, one with the most correct answer and one with the most incorrect answer. The ten students who completed the numeracy task were the ones with the highest test scores among 32 students in the topics of proportion and social arithmetics. The research instruments used in the study were students' work sheets (in the form of essay tests) and interviews. The data analysis technique used was descriptive analysis. Findings show that not every student with high math scores had high numeracy skills. This is evident from the fact that students faced problems when completing proportion items in the context of Candi Umbul Traditional Market; they encountered difficulties in solving the problems. The results of this study are expected to serve as a reference for further research on students' numeracy skills.
Can Growth Mindset Affirmation be Advantageous for More-knowledgeable Learners? Noka Setya Maharani; Endah Retnowati; Ellen Lee
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.2618

Abstract

Growth mindset is known as a believe that intelligent can be learned. Learning anxiety might occur due to self-doubt that one has an ability to learn, such as in a complex topic in mathematics. Therefore, it is assumed that a positive affirmation that directs growth-mindset might be used to manage anxieties in learning mathematics. This study was aimed to investigate that beside the worked example might increase extraneous cognitive load for more knowledgeable learners, it might also be possible it affects anxiety. A total of 128 Indonesian junior high school students were randomly placed in four experiment groups by using the 2x2 factorial design (with vs. without growth mindset affirmation) x (worked example vs. problem solving based instruction) to examine the instruction on transfer abilities, cognitive loads, and level of anxieties. Using ANOVA(s), findings support the expertise reversal effect that the worked examples were disadvantageous for more knowledgeable learners. The data reveals that they also experienced significantly higher anxiety during learning compared to the counterparts. Nevertheless, no effects were found in favor of the growth mindset affirmation.
Co-Authors Ellen Lee Endah Retnowati Fitria Sulistyowati Irmawati Irmawati Muhammad Irfan