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All Journal Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Paedagogy
Thauzahra, Raudya
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Why is Math Difficult? : Beliefs That Affecting Students' Mathematics Skills Purbaningrum, Mayang; Ramadhan, Sahrul; Thauzahra, Raudya
Jurnal Paedagogy Vol. 10 No. 4: Jurnal Paedagogy (October 2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v10i4.8652

Abstract

This research aims to describe the factors that influence students' beliefs that mathematics is difficult and how to change students' beliefs that mathematics is not difficult. This research method used a Systematic Literature Review with a qualitative approach. This data was obtained from the thematic analysis of several books and articles discussing 'intelligence", "mathematics," and "mindset" those researchers obtained from Google Scholar. The research results showed that parents, teachers, and peers influence students who think intelligence did not change and could be changed. Apart from that, with a fixed mindset, someone might think that mathematics was difficult because the task given was difficult, assume that if the achievement was low, then mathematics was also low, lack motivation after experiencing failure, and mathematics could not be completed if done for a long period. Parents had the biggest influence on students' mindsets. Genes and socioeconomic background were not the reason. Parental parenting patterns that prioritized performance over process influenced students' thinking patterns. Another biggest influence was the teacher. Like parents, teachers who assess based on performance rather than process would make students lose self-confidence when they fail. Teachers who supported their students to surrender to their situation also made students unmotivated to study mathematics more deeply. Collaboration between teachers, parents, and peers is needed to change a fixed mindset to a growth mindset. Constructive feedback is needed so students are always oriented towards a process without results.
Keefektifan Model Discovery Learning dan Collaborative Learning Ditinjau dari Kemampuan Komunikasi Matematis dan Resiliensi Matematis Siswa Thauzahra, Raudya; Susanti, Mathilda
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 3 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wjkjt988

Abstract

This study aims to describe: (1) the effectiveness of the discovery learning model in terms of mathematical communication skills and mathematical resilience of junior high school students; (2) the effectiveness of the collaborative learning model in terms of mathematical communication skills and mathematical resilience of junior high school students; (3) the difference in effectiveness between the discovery learning and collaborative learning models on the mathematical communication skills and mathematical resilience of junior high school students. This research is quasi-experimental study, with a design design Pretest and Posttest Design. The results of the study showed: (1) the discovery learning model was effectively reviewed from the mathematical communication ability and mathematical resilience of students (2) the collaborative learning model was effectively reviewed from the mathematical communication ability and mathematical resilience of students; and (3) the discovery learning model had the same effectiveness as the collaborative learning model. There was no difference in average mathematical communication skills and mathematical resilience between students who learned using the discovery learning and collaborative learning models. Therefore, no superiority test was carried out to see which model was superior.   Keywords: Discovery Learning, Collaborative Learning, Mathematical Communication, Mathematical Resilience
Co-Authors Mathilda Susanti Purbaningrum, Mayang Ramadhan, Sahrul