This study aims to describe the effectiveness of the Problem Based Learning (PBL) model assisted by worksheet on the critical thinking ability of students. This quasi-experimental study employs the nonequivalent posttest-only control group design with the cluster random sampling technique. The study sample consists of students from classes VII B and VII C in one of the Public Junior High Schools in Magelang, Central Java, Indonesia. The research instruments used are learning tools in the form of worksheet and critical thinking ability tests. The results of this research are; 1) students who are taught using the PBL learning model assisted by worksheet against critical thinking ability are said to be effective by obtaining learning completion has reached 75%, 2) students who are taught using the direct learning model against critical thinking ability are said to be ineffective by obtaining learning completion has not reached 75%, 3) critical thinking ability of learners taught using the worksheet-assisted PBL model more effective than using the direct learning model. This study implies differences in students' critical thinking abilities when comparing the worksheet-assisted PBL learning model to the direct learning model. Education needs to apply appropriate learning models to develop students' critical thinking skills.
本研究旨在阐述工作表辅助的基于问题的学习（PBL）模式对学生批判性思维能力的影响。这项准实验研究采用了非等效后测对照组设计和群组随机抽样技术。研究样本包括印度尼西亚中爪哇省马格朗市一所公立初中七 B 班和七 C 班的学生。使用的研究工具是工作表形式的学习工具和批判性思维能力测试。本研究的结果是：1）使用工作表辅助的 PBL 学习模式教学的学生批判性思维能力有效，学习完成率达到 75%；2）使用直接学习模式教学的学生批判性思维能力无效，学习完成率未达到 75%；3）使用工作表辅助的 PBL 模式教学的学生批判性思维能力比使用直接学习模式教学的学生批判性思维能力更有效。这项研究表明，在比较工作表辅助 PBL 学习模式和直接学习模式时，学生的批判性思维能力存在差异。教育需要采用适当的学习模式来培养学生的批判性思维能力。
{"title":"Effectiveness of Problem Based Learning Models Assisted by Worksheets on Students' Critical Thinking Ability","authors":"Sulistio Budi, Yesi Franita, Z. R. Hendrastuti","doi":"10.37640/jim.v4i2.1682","DOIUrl":"https://doi.org/10.37640/jim.v4i2.1682","url":null,"abstract":"This study aims to describe the effectiveness of the Problem Based Learning (PBL) model assisted by worksheet on the critical thinking ability of students. This quasi-experimental study employs the nonequivalent posttest-only control group design with the cluster random sampling technique. The study sample consists of students from classes VII B and VII C in one of the Public Junior High Schools in Magelang, Central Java, Indonesia. The research instruments used are learning tools in the form of worksheet and critical thinking ability tests. The results of this research are; 1) students who are taught using the PBL learning model assisted by worksheet against critical thinking ability are said to be effective by obtaining learning completion has reached 75%, 2) students who are taught using the direct learning model against critical thinking ability are said to be ineffective by obtaining learning completion has not reached 75%, 3) critical thinking ability of learners taught using the worksheet-assisted PBL model more effective than using the direct learning model. This study implies differences in students' critical thinking abilities when comparing the worksheet-assisted PBL learning model to the direct learning model. Education needs to apply appropriate learning models to develop students' critical thinking skills.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abdul Hakim Ma'ruf, Ageng Triyono, Muhammad Rifki Ismail
This research was motivated by the relatively low learning outcomes and problem solving abilities of class IX students. So this research aims to improve learning outcomes and improve students' mathematical problem solving abilities. The objectives were achieved through the classroom action research method by applying the flipped classroom model for 3 cycles in trigonometry learning. This research involved 32 students from SMA N 1 Pedes. Data was collected using test instruments, observation sheets, and interviews. Data were analyzed using the Miles & Hubberman method. The results of the analysis show an increase in learning outcomes and an increase in mathematical problem solving abilities. The increase in learning outcomes is shown by the average value in cycle I of 67.28, cycle II of 72.97, and cycle III of 75.41. The percentage of mathematical problem solving ability from cycle I was 47%, increasing in cycle II to 71.87%; and in cycle III it was 84.37%. Thus, student learning outcomes have reached the specified criteria of 74, and meet the criteria for the percentage of problem solving ability set at 80%. So the application of the flipped classroom model can be recommended for further use in mathematics learning, especially trigonometry.
九班学生的学习成绩和数学解题能力相对较低，是本研究的动因。因此，本研究旨在提高学生的学习成绩和数学解题能力。通过课堂行动研究法，在三角学学习的三个周期中应用翻转课堂模式来实现目标。本研究涉及来自 SMA N 1 Pedes 的 32 名学生。使用测试工具、观察表和访谈收集数据。采用迈尔斯和哈伯曼方法对数据进行了分析。分析结果显示，学生的学习成绩和数学解题能力都有所提高。学习成绩的提高表现在第一周期的平均值为 67.28，第二周期为 72.97，第三周期为 75.41。数学解题能力的百分比从周期 I 的 47%上升到周期 II 的 71.87%，周期 III 的 84.37%。因此，学生的学习成绩达到了规定的 74 分的标准，并符合解题能力百分比设定为 80%的标准。因此，翻转课堂模式的应用可以推荐在数学学习中进一步使用，尤其是三角函数的学习。
{"title":"Improving Students' Mathematical Problem Solving Ability in Trigonometry Material Using the Flipped Classroom Model","authors":"Abdul Hakim Ma'ruf, Ageng Triyono, Muhammad Rifki Ismail","doi":"10.37640/jim.v4i2.1896","DOIUrl":"https://doi.org/10.37640/jim.v4i2.1896","url":null,"abstract":"This research was motivated by the relatively low learning outcomes and problem solving abilities of class IX students. So this research aims to improve learning outcomes and improve students' mathematical problem solving abilities. The objectives were achieved through the classroom action research method by applying the flipped classroom model for 3 cycles in trigonometry learning. This research involved 32 students from SMA N 1 Pedes. Data was collected using test instruments, observation sheets, and interviews. Data were analyzed using the Miles & Hubberman method. The results of the analysis show an increase in learning outcomes and an increase in mathematical problem solving abilities. The increase in learning outcomes is shown by the average value in cycle I of 67.28, cycle II of 72.97, and cycle III of 75.41. The percentage of mathematical problem solving ability from cycle I was 47%, increasing in cycle II to 71.87%; and in cycle III it was 84.37%. Thus, student learning outcomes have reached the specified criteria of 74, and meet the criteria for the percentage of problem solving ability set at 80%. So the application of the flipped classroom model can be recommended for further use in mathematics learning, especially trigonometry.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Vieira, F. R. Alves, Paula Maria Machado Cruz Catarino
The purpose of this research is to carry out a study of Leonardo's combinatorial approach so that it is possible to visualize these numbers through combinatorial interpretation. Thus, research is being developed regarding methods and approaches to linear and recurring sequences, based on the combinatorial study of the Fibonacci sequence. In fact, the Fibonacci sPquence is related to other sequences, one of which is the Leonardo sequence, which has similarities with the Fibonacci numbers according to some researchers in the field. Given this scenario, the present research addresses the combinatorial interpretation of Leonardo's sequence, allowing the definition of Leonardo's combinatorial model, considering the notion of board and bracelets in Lucas' sequence. As research results, the study deals with the integration of sequence content with the area of Combinatorial Analysis, allowing a mathematical advancement of Leonardo's sequence. Furthermore, you can visualize the sequence numbers in front of the tiles. The aspects studied in this research are linked to the teaching of sequences in the History of Mathematics, allowing the teaching of Mathematics.
{"title":"Note on Leonardo’s Combinatorial Approach","authors":"R. Vieira, F. R. Alves, Paula Maria Machado Cruz Catarino","doi":"10.37640/jim.v4i2.1862","DOIUrl":"https://doi.org/10.37640/jim.v4i2.1862","url":null,"abstract":"The purpose of this research is to carry out a study of Leonardo's combinatorial approach so that it is possible to visualize these numbers through combinatorial interpretation. Thus, research is being developed regarding methods and approaches to linear and recurring sequences, based on the combinatorial study of the Fibonacci sequence. In fact, the Fibonacci sPquence is related to other sequences, one of which is the Leonardo sequence, which has similarities with the Fibonacci numbers according to some researchers in the field. Given this scenario, the present research addresses the combinatorial interpretation of Leonardo's sequence, allowing the definition of Leonardo's combinatorial model, considering the notion of board and bracelets in Lucas' sequence. As research results, the study deals with the integration of sequence content with the area of Combinatorial Analysis, allowing a mathematical advancement of Leonardo's sequence. Furthermore, you can visualize the sequence numbers in front of the tiles. The aspects studied in this research are linked to the teaching of sequences in the History of Mathematics, allowing the teaching of Mathematics.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lilia Sinta Wahyuniar, Umi Mahdiyah, S. Rochana, Dwi Harini
The purpose of this study was to determine the effect of mathematical logical intelligence on student learning outcomes in Linear Algebra courses. The research method used is quantitative. The sampling technique used in this study was simple random sampling. Data collection in this study used a mathematical logical intelligence test of 20 multiple choice questions and a test of student learning outcomes in linear algebra courses of 5 description questions. The variables in this study consisted of independent variables and dependent variables. The independent variable in this study is mathematical logical intelligence (X), while the dependent variable in this study is student learning outcomes in Linear Algebra courses (Y). The instrument test in this study consisted of validity test, distinguishing power, difficulty level and reliability test. The classical assumption test in this study consists of normality test and linearity test. The data analysis technique used simple linear regression. The result of this study is that there is an influence between mathematical logical intelligence on student learning outcomes in linear algebra courses of 0.527 or 53%. While the other 47% is influenced by other variables outside this study.
{"title":"The Influence of Mathematical Logical Intelligence on Student Learning Outcomes in Linear Algebra Courses","authors":"Lilia Sinta Wahyuniar, Umi Mahdiyah, S. Rochana, Dwi Harini","doi":"10.37640/jim.v4i2.1871","DOIUrl":"https://doi.org/10.37640/jim.v4i2.1871","url":null,"abstract":"The purpose of this study was to determine the effect of mathematical logical intelligence on student learning outcomes in Linear Algebra courses. The research method used is quantitative. The sampling technique used in this study was simple random sampling. Data collection in this study used a mathematical logical intelligence test of 20 multiple choice questions and a test of student learning outcomes in linear algebra courses of 5 description questions. The variables in this study consisted of independent variables and dependent variables. The independent variable in this study is mathematical logical intelligence (X), while the dependent variable in this study is student learning outcomes in Linear Algebra courses (Y). The instrument test in this study consisted of validity test, distinguishing power, difficulty level and reliability test. The classical assumption test in this study consists of normality test and linearity test. The data analysis technique used simple linear regression. The result of this study is that there is an influence between mathematical logical intelligence on student learning outcomes in linear algebra courses of 0.527 or 53%. While the other 47% is influenced by other variables outside this study.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paulo Vitor da Silva Santiago, José Rogério Santana, Maria José Costa Dos Santos
This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
{"title":"Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students","authors":"Paulo Vitor da Silva Santiago, José Rogério Santana, Maria José Costa Dos Santos","doi":"10.37640/jim.v4i2.1778","DOIUrl":"https://doi.org/10.37640/jim.v4i2.1778","url":null,"abstract":"This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139214663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the research was to provide knowledge of the effect of the Realistic Mathematics Education (RME) approach and motivation on students' mathematical reasoning abilities. This quasi-experimental study employed a pretest-posttest control group design, focusing on fifth-grade students at SDN Lulut 05, Klapanunggal District. Class VA was selected as the experimental group, while class VB served as the control group using purposive sampling. Data analysis involved the N-gain formula and t-test. The results shown: (1) There is a difference in the increase in students' mathematical reasoning ability after being given the RME approach indicated by the N-gain value of 55.5 in the medium category and for the experimental class 36.8 in the low category, then the control class in the t-test (independent) so that the Sig value is obtained. 0.001<0.005, as for deciding in the independent sample t-test. It is concluded that there is a significant difference between the average score mathematical reasoning ability by students treated with the RME approach and the Conventional approach. (2) There is an influence of the RME approach on students' mathematical reasoning abilities with an effect size score of 1.44 which is in the high category.
{"title":"Influence a Realistic Mathematics Education Approach and Motivation on Students' Mathematical Reasoning Ability","authors":"A. M. M. Purnamatati, H. Usman, Elih Yunianingsih","doi":"10.37640/jim.v4i1.1618","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1618","url":null,"abstract":"The purpose of the research was to provide knowledge of the effect of the Realistic Mathematics Education (RME) approach and motivation on students' mathematical reasoning abilities. This quasi-experimental study employed a pretest-posttest control group design, focusing on fifth-grade students at SDN Lulut 05, Klapanunggal District. Class VA was selected as the experimental group, while class VB served as the control group using purposive sampling. Data analysis involved the N-gain formula and t-test. The results shown: (1) There is a difference in the increase in students' mathematical reasoning ability after being given the RME approach indicated by the N-gain value of 55.5 in the medium category and for the experimental class 36.8 in the low category, then the control class in the t-test (independent) so that the Sig value is obtained. 0.001<0.005, as for deciding in the independent sample t-test. It is concluded that there is a significant difference between the average score mathematical reasoning ability by students treated with the RME approach and the Conventional approach. (2) There is an influence of the RME approach on students' mathematical reasoning abilities with an effect size score of 1.44 which is in the high category.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123221919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alcher J. Arpilleda, Milagrosa P. Resullar, Reubenjoy P. Budejas, Ana Lea G. Degorio, Reggienan T. Gulle, Mark Clinton J. Somera, Roderick Sayod, Bernah Rizza May A. Galvez, Myrna D. Ariar, Emelyn S. Digal, Wilje Mae T. Angob, Joe Mark Stephen D. Atis
Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.
{"title":"Mathematics Teachers' Views on Online Learning Implementation Barriers","authors":"Alcher J. Arpilleda, Milagrosa P. Resullar, Reubenjoy P. Budejas, Ana Lea G. Degorio, Reggienan T. Gulle, Mark Clinton J. Somera, Roderick Sayod, Bernah Rizza May A. Galvez, Myrna D. Ariar, Emelyn S. Digal, Wilje Mae T. Angob, Joe Mark Stephen D. Atis","doi":"10.37640/jim.v4i1.1764","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1764","url":null,"abstract":"Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132080273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In general, in the midst of History of Mathematics textbooks, we are faced with a discussion due to curiosity about the emblematic Fibonacci Sequence, whose popularization occurred with the proposition of the reproduction model of immortal rabbits. On the other hand, in the comparison of the multiple approaches and discussions of certain subjects in Elementary Mathematics, in the present work, we highlight combinatorial interpretations that, with the support of a characteristic and fundamental reasoning for the mathematics teacher, can be generalized and formalize some eminently intuitive components. In particular, this work deals with properties derived from the notion of tiling and decomposition of an integer that, depending on the board, will correspond to the numbers of the Fibonacci Sequence. We bring a theoretical discussion supported by great names that research in this area.
{"title":"Some Elementary Combinatory Properties and Fibonacci Numbers","authors":"F. R. Alves, Renata Teófilo de Sousa","doi":"10.37640/jim.v4i1.1756","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1756","url":null,"abstract":"In general, in the midst of History of Mathematics textbooks, we are faced with a discussion due to curiosity about the emblematic Fibonacci Sequence, whose popularization occurred with the proposition of the reproduction model of immortal rabbits. On the other hand, in the comparison of the multiple approaches and discussions of certain subjects in Elementary Mathematics, in the present work, we highlight combinatorial interpretations that, with the support of a characteristic and fundamental reasoning for the mathematics teacher, can be generalized and formalize some eminently intuitive components. In particular, this work deals with properties derived from the notion of tiling and decomposition of an integer that, depending on the board, will correspond to the numbers of the Fibonacci Sequence. We bring a theoretical discussion supported by great names that research in this area.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128026836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the correlation between critical thinking ability and academic achievement in mathematics among 200 Senior Secondary School Two (SS2) students in Orlu Education Zone in Imo State, Nigeria. The researchers utilized a correlational design and employed a multi-stage but simple random sampling technique to select the sample. Data were collected using two instruments: the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Mathematics Achievement Proforma (MAP). The validity of the WGCTA instrument was ensured through expert suggestions and guidance. The study addressed three research questions and tested three null hypotheses using the Pearson Product Moment correlation coefficient at a significance level of 0.05. The findings of the study indicated a low positive and significant correlation between critical thinking ability and academic achievement in mathematics for all students. However, there was no significant relationship between critical thinking ability and achievement among high achievers, while there was a significant but negligible positive relationship between critical thinking ability and achievement among low achievers. The study recommended that mathematics teachers should incorporate critical thinking development in their classroom instruction to enhance the critical thinking ability of students, which can lead to improved academic achievement, especially among low achievers.
{"title":"Critical Thinking Ability as a Correlate of Students’ Mathematics Achievement: A Focus on Ability Level","authors":"D. C. Duru, C. Obasi","doi":"10.37640/jim.v4i1.1753","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1753","url":null,"abstract":"This study investigated the correlation between critical thinking ability and academic achievement in mathematics among 200 Senior Secondary School Two (SS2) students in Orlu Education Zone in Imo State, Nigeria. The researchers utilized a correlational design and employed a multi-stage but simple random sampling technique to select the sample. Data were collected using two instruments: the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Mathematics Achievement Proforma (MAP). The validity of the WGCTA instrument was ensured through expert suggestions and guidance. The study addressed three research questions and tested three null hypotheses using the Pearson Product Moment correlation coefficient at a significance level of 0.05. The findings of the study indicated a low positive and significant correlation between critical thinking ability and academic achievement in mathematics for all students. However, there was no significant relationship between critical thinking ability and achievement among high achievers, while there was a significant but negligible positive relationship between critical thinking ability and achievement among low achievers. The study recommended that mathematics teachers should incorporate critical thinking development in their classroom instruction to enhance the critical thinking ability of students, which can lead to improved academic achievement, especially among low achievers.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133450184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the effectiveness of the Connected Mathematics Project (CMP) learning model in improving students' mathematical communication skills at MA Madarijul Huda Pati. Because of 46.15% of students demonstrating very low skills and 23.07% falling into the low category, the study aims to: (1) analyze the impact of CMP on mathematical communication skills, (2) compare skills among students with high, moderate, and low self esteem, and (3) explore the interaction between CMP and self esteem. Employing a quantitative quasi-experimental approach, the study involves class XI students selected through cluster random sampling. Results indicate a significant improvement in mathematical communication skills through CMP. Students with high self esteem outperform those with moderate self esteem, while those with moderate self esteem fare better than those with low self esteem. Additionally, students with high self esteem exhibit superior mathematical communication skills compared to students with low self esteem. Notably, an interaction between the learning model and self esteem was observed, influencing mathematical communication skills.
{"title":"The Influence of Connected Mathematics Project (CMP) Learning Models on Student’s Mathematical Communication Ability in View of Self Esteem","authors":"Rizkya Elsa Armadhani, Yesi Franita, A. Chasanah","doi":"10.37640/jim.v4i1.1710","DOIUrl":"https://doi.org/10.37640/jim.v4i1.1710","url":null,"abstract":"This study examines the effectiveness of the Connected Mathematics Project (CMP) learning model in improving students' mathematical communication skills at MA Madarijul Huda Pati. Because of 46.15% of students demonstrating very low skills and 23.07% falling into the low category, the study aims to: (1) analyze the impact of CMP on mathematical communication skills, (2) compare skills among students with high, moderate, and low self esteem, and (3) explore the interaction between CMP and self esteem. Employing a quantitative quasi-experimental approach, the study involves class XI students selected through cluster random sampling. Results indicate a significant improvement in mathematical communication skills through CMP. Students with high self esteem outperform those with moderate self esteem, while those with moderate self esteem fare better than those with low self esteem. Additionally, students with high self esteem exhibit superior mathematical communication skills compared to students with low self esteem. Notably, an interaction between the learning model and self esteem was observed, influencing mathematical communication skills.","PeriodicalId":300273,"journal":{"name":"Journal of Instructional Mathematics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132002838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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