Exploring the relationship between problem-solving ability and mathematical disposition in 10-11 year’s old students using model-eliciting activities
Abstract
Background: Problem-solving ability and mathematical disposition are essential skills in mathematics education, particularly in developing critical thinking and practical application among students. Model-Eliciting Activities (MEAs) have been introduced as an instructional approach aimed at enhancing these skills by integrating real-world problems into learning. However, the effectiveness of MEAs in establishing a significant relationship between problem-solving ability and mathematical disposition remains unclear, necessitating further investigation.
Aim: This study aims to analyze the association between problem-solving ability and mathematical disposition after implementing Model-Eliciting Activities (MEAs) in instruction.
Method: This study employed a quantitative design with a cross-sectional approach, involving 30 fifth-grade students from SDN 02 Bojongsari, Depok, Indonesia, as participants. Data were collected using a problem-solving ability test and a mathematical disposition questionnaire. Subsequently, the data analysis was carried out using chi-square tests.
Result: The results of the study showed that the χ2 value of 0.731 is less than α = 0.947, indicating that there is no significant relationship between mathematical problem-solving ability and mathematical disposition.
Conclusion: The study concluded that no association was found between problem-solving ability and mathematical disposition among elementary school students after implementing MEAs in instruction. Additionally, although there is a tendency for students with a high mathematical disposition to demonstrate stronger problem-solving skills, this correlation is not strong enough to be considered significant
Keywords
Full Text:
PDFReferences
Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462
Andrews, S., Runyon, C., & Aikens, M. L. (2017). The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology. Cbe—Life Sciences Education, 16(3), ar45. https://doi.org/10.1187/cbe.17-03-0043
Baker, C. K., & Galanti, T. M. (2017). Integrating STEM in elementary classrooms using model-eliciting activities: responsive professional development for mathematics coaches and teachers. International Journal of STEM Education, 4(1), 10. https://doi.org/10.1186/s40594-017-0066-3
Cheng, P.-J., Liao, Y.-H., & Yu, P.-T. (2021). Micro:bit Robotics Course: Infusing Logical Reasoning and Problem-Solving Ability in Fifth Grade Students Through an Online Group Study System. The International Review of Research in Open and Distributed Learning, 22(1), 21–40. https://doi.org/10.19173/irrodl.v22i1.4844
Clark, L. M., Neumayer DePiper, J., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M., Griffin, M. J., Rust, A. H., Conant, D. L., & Choi, Y. (2014). Teacher Characteristics Associated With Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions. Journal for Research in Mathematics Education, 45(2), 246–284. https://doi.org/10.5951/jresematheduc.45.2.0246
Claudia, L. F., Kusmayadi, T. A., & Fitriana, L. (2021). Semiotic Analysis of Mathematics Problems-Solving: Configure Mathematical Objects Viewed from High Mathematical Disposition. Journal of Physics: Conference Series, 1808(1), 012048. https://doi.org/10.1088/1742-6596/1808/1/012048
Dwyer, C. P., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68(1), 17–35. https://doi.org/10.1007/s11423-019-09659-2
Ekmekci, A., & Krause, G. (2011). Model-Eliciting Activities (MEAs). 5 Th Annual Uteach Institute-NMSI Conference. Tomado de Http://Www. Uteachinstitute. Org/Images/Uploads/2011_ekmekci_model_eliciting_activities. Pdf.
Fadillah, A., Nopitasari, D., & Pradja, B. P. (2020). Blended Learning Model During the Covid-19 Pandemic: Analysis of Student’s’ Mathematical Disposition. Jtam (Jurnal Teori Dan Aplikasi Matematika), 4(2), 173. https://doi.org/10.31764/jtam.v4i2.2582
Fitriani, F., Herman, T., & Fatimah, S. (2023). Considering the Mathematical Resilience in Analyzing Students’ Problem-Solving Ability Through Learning Model Experimentation. International Journal of Instruction, 16(1), 219–240. https://doi.org/10.29333/iji.2023.16113a
Flores, K. L., Matkin, G. S., Burbach, M. E., Quinn, C. E., & Harding, H. (2012). Deficient critical thinking skills among college graduates: Implications for leadership. Educational Philosophy and Theory, 44(2), 212–230. https://doi.org/10.1111/j.1469-5812.2010.00672.x
Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227–242. https://doi.org/10.1177/0004944120947881
Hoffman, B. (2010). “I think I can, but I’m afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276–283. https://doi.org/10.1016/j.lindif.2010.02.001
Husniah, L. S., Rusijono, & Arianto, F. (2021). Analyzing the Productive Disposition and Its Correlation With Mathematics Achievement of Islamic Junior High School Students. https://doi.org/10.7176/jep/12-10-16
Junarti, Zainudin, M., & Utami, A. D. (2022). The sequence of algebraic problem-solving paths: Evidence from structure sense of Indonesian student. Journal on Mathematics Education, 13(3), 437–464. https://doi.org/10.22342/jme.v13i3.pp437-464
Jusra, H., & Iskandar, L. A. (2020). An analysis of students’ attitudes towards mathematical problem-solving ability. Kalamatika: Jurnal Pendidikan Matematika, 5(2), 181–194. https://doi.org/10.22236/KALAMATIKA.vol5no2.2020pp181-194
Kamid, K., Huda, N., Syafmen, W., Sufri, S., & Sofnidar, S. (2021). The Relationship Between Students’ Mathematical Disposition and Their Learning Outcomes. Journal of Education and Learning (Edulearn), 15(3), 376–382. https://doi.org/10.11591/edulearn.v15i3.17604
Kardoyo, K., Nurkhin, A., Muhsin, M., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/eu-jer.9.3.1141
Meli, V., Sagiman, S., & Gafur, S. (2018). Identifikasi Sifat Fisika Tanah Ultisols Pada Dua Tipe Penggunaan Lahan di Desa Betenung Kecamatan Nanga Tayap Kabupaten Ketapang. Perkebunan Dan Lahan Tropika, 8(2), 80–90. https://dx.doi.org/10.26418/plt.v8i2.29801
Mtui, T. E. (2021). The Community Perceptions on the Implementation of 2014 Free Basic Education in Pre & Primary Schools. The Open University of Tanzania.
Mutia, Kartono, Dwijanto, & Wijayanti K. (2023). Analogical thinking of student in solving function problems based on mathematical disposition. AIP Conference Proceedings, 070014. https://doi.org/10.1063/5.0105935
Nguyen, C. K., Tran, H. T., & Nguyen, M. L. T. (2021). The Development of a Social Problem Solving Test for Elementary School Students. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(1), 35–57. https://doi.org/10.1007/s10942-020-00360-5
Priyadi, H. G., Negeri, S., & Yumiati, Y. (2021). The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation. Education Quarterly Reviews, 4(3). https://doi.org/10.31014/aior.1993.04.03.352
Rahayu, R., Kartono, Dwijanto, Agoestanto, A., Waluya, S. B., & Dewi, N. R. (2022). Profile of statistical problem-solving ability based on the mathematical disposition. AIP Conference Proceedings, 020051. https://doi.org/10.1063/5.0096117
Ramadhona, R., & Perdana, S. A. (2022). Inquiry-Based Student Worksheet Design for Introduction to Mathematical Statistics Course. Jurnal Gantang, 7(1), 99–105. https://doi.org/10.31629/jg.v7i1.4500
Ramdani, Y., Mohamed, W. H. S. W., & Syam, N. K. (2021). E-Learning and Academic Performance During Covid-19: The Case of Teaching Integral Calculus. International Journal of Education and Practice, 9(2), 424–439. https://doi.org/10.18488/journal.61.2021.92.424.439
Ratnasari, N., Tadjudin, N., Syazali, M., Mujib, M., & Andriani, S. (2018). Project Based Learning (PjBL) Model on the Mathematical Representation Ability. Tadris Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 47. https://doi.org/10.24042/tadris.v3i1.2535
Roslina, R., Apriana, E., Armi, A., Hakim, L., & Andalia, N. (2023). Mathematical Reasoning Ability and Mastery of Science Concepts in High School Students. Jurnal Penelitian Pendidikan Ipa, 9(10), 8934–8940. https://doi.org/10.29303/jppipa.v9i10.4931
Ruseffendi, E. T. (2005). Dasar-dasar penelitian pendidikan dan bidang non-eksakta lainnya. Bandung: Tarsito.
Sejati, A. E., Wang, L., Nasruddin, N., Miftachurohmah, N., Nursalam, L. O., & Hariyanto, E. (2021). The Effectiveness of Guided Inquiry Learning Model With Edmodo Assisted to Facilitate Critical Thinking Skills. Prisma Sains Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan Ipa Ikip Mataram, 9(2), 204. https://doi.org/10.33394/j-ps.v9i2.4260
Son, A. L., Sudirman, S., & Widodo, S. A. (2020). Asosiasi kemampuan koneksi dan pemecahan masalah matematika: Cross-sectional di Timor Barat. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2), 326–337. https://doi.org/10.24127/ajpm.v9i2.2742
Sugiyono. (2017). Metode penelitian pendidikan (p. 173). Alfabeta.
Sumarmo, U. (2010). Berpikir Dan Disposisi Matematik: Apa, Mengapa, dan bagaimana dikembangkan pada peserta didik. Bandung: FPMIPA UPI, 1–27.
Ulia, N., & Kusmaryono, I. (2021). Mathematical Disposition of Students’, Teachers, and Parents in Distance Learning: A Survey. Premiere Educandum Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 147. https://doi.org/10.25273/pe.v11i1.8869
Van de Walle, J. A. (2008). Matematika sekolah dasar dan menengah. Erlangga.
Wahyuni, S., Julia, N., Ismayanti, N., & Saputra, E. (2023). Analysis of High School Students’ Difficulties in the Material of Two Variable Linear Equation Systems. 1(01), 39–51. https://doi.org/10.61693/elhadhary.vol101.2023.39-51
Wahyuningrum, E., & Suryadi, D. (2014). Association of mathematical communication and problem solving abilities: Implementation of MEAs strategy in junior high school. SAINSAB, 17(1), 38–50.
Wang, W., Yin, H., Lu, G., & Zhang, Q. (2017). Environment matters: exploring the relationships between the classroom environment and college students’ affect in mathematics learning in China. Asia Pacific Education Review, 18(3), 321–333. https://doi.org/10.1007/s12564-017-9478-5
Yalyn, D., Sari, D. A. P., & Widodo, W. (2022). The Implementation of Student Worksheets Based on Problem-Based Learning to Improve Students Science Process Skill. Jurnal Pijar Mipa, 17(5), 569–576. https://doi.org/10.29303/jpm.v17i5.3710
Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing students’ problem-solving skills through context-based learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4
Yurniwati, & Selpiani, H. (2023). Correlation between mathematical disposition and mathematical problem-solving skills of 5th grade students. AIP Conference ProceedingsProceedings, 110010. https://doi.org/10.1063/5.0114322
DOI: http://dx.doi.org/10.24042/ajpm.v15i2.23765
Refbacks
- There are currently no refbacks.
Indexed by:
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.