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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Mubarokah, Hevi Haplatul
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Gender Differences in the Relationship Between Mathematical Disposition and Problem-Solving Skills Mubarokah, Hevi Haplatul; Dewi, Sinta Verawati; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3292

Abstract

Mathematical disposition, which encompasses students’ confidence, perseverance, curiosity, and appreciation toward mathematics, plays a significant role in shaping their approaches to problem-solving. This study aims to investigate gender-based differences in students’ mathematical disposition and problem-solving ability, and to analyze the overall relationship between these variables. A quantitative approach employing a comparative–correlational design was used. Following Yount’s sampling guideline, 10% of the population (comprising 39 seventh-grade students) was randomly selected through simple random sampling. Research instruments included a Likert-scale questionnaire to measure mathematical disposition and an essay-based test developed from the IDEAL problem-solving framework. Both instruments were previously validated and tested for reliability to ensure data accuracy. Data were analyzed using an independent-samples t-test and Spearman’s rank correlation. Results revealed no significant difference in mathematical disposition between male (M = 67.26) and female students (M = 65.65), t(37) = 0.553, p > 0.05. In contrast, a significant difference was found in problem-solving ability, with male students (M = 69.42) outperforming females (M = 56.70), t(37) = 2.77, p < 0.05. Moreover, a low positive correlation (ρ = 0.2172) was observed between mathematical disposition and problem-solving ability. These findings suggest that gender factors may influence students’ cognitive and affective engagement in mathematical problem-solving. The study contributes to the growing body of research on mathematics education by emphasizing the importance of integrating affective and cognitive dimensions in designing more personalized and effective teaching practices
Co-Authors Depi Setialesmana Dewi, Sinta Verawati