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All Journal Union: Jurnal Ilmiah Pendidikan Matematika FARABI: Jurnal Matematika dan Pendidikan Matematika
Ribaah, Robisha Zarifa
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Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics

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Pengaruh Self Worth Terhadap Hasil Belajar Matematika Ribaah, Robisha Zarifa; Yullah, Ahmad Sofi
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 7 No 1 (2024): FARABI
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v7i1.706

Abstract

Self  worth is the internal sense of being good enough and worthy of love and belonging from others. In this study, we will analyze self-worth affected mathematic learning outcome classes IXF at MTs Mambaul Huda Krasak. Whic is self worth as independent variable and mathematic learning outcome as dependent variable. Questionnaire of self-worth scala, documentation, interviews, and observations is data collection technique in this quantitative methods study. analysis prerequisite test results show that the significance value of the linearity test on self-worth scale questionnaire results and  mathematic learning outcome was 0,56 > 0,05, it indicates that the data was linear. the significance value of the person correlations was 0,000 < 0,05, it indicates that there was a positive and significant. The results show that the higher the students' self- worth, the higher the students' mathematic learning outcome. It implies that there was an influence between self worth on mathematic learning outcome.
Analysis of conjecture ability from the perspective of learning styles Ribaah, Robisha Zarifa; Yullah, Ahmad Sofi; Rahma, Marsida Aulia
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18880

Abstract

This study investigates students' ability to make conjectures based on their preferred learning styles. A qualitative descriptive research methodology was applied. The participants consisted of ten mathematics majors enrolled in the 2024–2025 academic year. Researchers employed a purposive sampling strategy to select the subjects. The test questions and learning style surveys used in the assessment tool were reviewed and approved by expert educators. Data from the test and the learning style questionnaire were analyzed to determine students' learning styles and their ability to formulate conjectures. The results indicate that visual learners demonstrated the highest ability to make conjectures, as they tend to perceive mathematical concepts visually before solving problems. In contrast, students with auditory or kinesthetic learning styles exhibited lower conjecture-making abilities, primarily due to memory-related challenges. However, students with these learning styles can still improve their conjecture skills with appropriate instructional approaches. Enhancing students' ability to formulate conjectures enables them to better explain mathematical concepts, derive information from mathematical problems, anticipate outcomes, develop solutions, and construct well-founded arguments. This study contributes to the field of mathematics education by providing insights into how different learning styles influence students' conjecture-making abilities, which can inform the development of more effective teaching strategies.
Analysis of conjecture ability from the perspective of learning styles Ribaah, Robisha Zarifa; Yullah, Ahmad Sofi; Rahma, Marsida Aulia
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18880

Abstract

This study investigates students' ability to make conjectures based on their preferred learning styles. A qualitative descriptive research methodology was applied. The participants consisted of ten mathematics majors enrolled in the 2024–2025 academic year. Researchers employed a purposive sampling strategy to select the subjects. The test questions and learning style surveys used in the assessment tool were reviewed and approved by expert educators. Data from the test and the learning style questionnaire were analyzed to determine students' learning styles and their ability to formulate conjectures. The results indicate that visual learners demonstrated the highest ability to make conjectures, as they tend to perceive mathematical concepts visually before solving problems. In contrast, students with auditory or kinesthetic learning styles exhibited lower conjecture-making abilities, primarily due to memory-related challenges. However, students with these learning styles can still improve their conjecture skills with appropriate instructional approaches. Enhancing students' ability to formulate conjectures enables them to better explain mathematical concepts, derive information from mathematical problems, anticipate outcomes, develop solutions, and construct well-founded arguments. This study contributes to the field of mathematics education by providing insights into how different learning styles influence students' conjecture-making abilities, which can inform the development of more effective teaching strategies.
Co-Authors Rahma, Marsida Aulia