Email this article Problem Solving Ability of Junior High School Students Towards Geometry: Gender and Mathematical Disposition Analysis
)
| 
Country:
(1) STKIP-PGRI Bandar Lampung, Indonesia
Corresponding Author
10.23960/jpp.v9.i2.201923
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2019 Joko Sutrisno AB
Problem solving ability of Junior High School students towards geometry: Gender and mathematical disposition analysis. Objectives: The purpose of this study aimed to analyze the effect of gender and mathematical disposition towards the problem-solving ability of geometry at Junior High School students in Bandar Lampung City. Methods: The study used a survey method with two-way analysis of variance. Gender and mathematical disposition are independent variables, while the problem-solving ability of geometry is dependent variables. Findings: The results showed that there was no difference in the average of the problem-solving ability of geometry between male students and female students. Moreover, there was no interaction effect gender and mathematical disposition towards the problem-solving ability of geometry. Last, the average the problem-solving ability of geometry of students who had a high mathematical disposition was higher than students who had a low mathematical disposition. Conclusions: The difference in geometry problem-solving ability occured in male and female students.
Keywords: Problem-solving ability, geometry, gender, mathematical disposition.
Freudenthal H. (1973) Mathematics as an educational task (Holland: D. Reidel Publishing Company/Dordrecht), p. 95.
Karsim, Suyitno, & Isnarto. (2017). Influence of iq and mathematical disposition toward the problem-solving ability of learners grade VII Through PBL Learning Model with the Assistance LKPD. Unnes Journal of Mathematics Education, 6(3), 353.
Chamberlin, S. A. (2008). What is problemsolving in the mathematics classroom? Philosofy of Mathematics Educational Journal, 234.
Mayer, R. E. (2013). Problem-solving. In The Oxford Handbook of Cognitive Psychology (Oxford University Press), p. 1.
Fadlelmula, F. K. (2010). Mathematical problemsolving and self-regulated learning. The International Journal of Learning, 17(3), 365.
Feldhaus, C. A. (2012). How mathematical disposition and intellectual development influence teacher candidates’ mathematical knowledge for teaching in a mathematics course for elementary school teachers. (Dissertation, The Faculty of The Patton College of Education of Ohio University). p. 21.
Pehkonen, E., Naveri, L., & Laine, A. (2013). On teaching problem-solving in school mathematics. CEPS Journal, 3(4), 11.
Hudojo, H. (2001). Pengembangan kurikulum dan pembelajaran matematika (Malang: Universitas Negeri Malang-JICA), p. 166.
Aydoğdu, M. Z., & Kesan, C. A. (2014). Research on geometry problem-solving strategies used by elementary mathematics teacher candidates. Journal of Educational and Instructional Studies In The World, 4, 54.
Suherman, E. (2001). Strategi pembelajaran matematika kontemporer (Bandung: JICA-UPI). p. 93-177.
Soedjadi, R. (2000). Kiat pendidikan matematika di Indonesia (Jakarta: Dirjen Dikti Depdiknas), p. 37.
Sumarmo, U. (2014). Pengembangan hard skill dan soft skill matematik bagi guru dan siswa untuk mendukung implementasi kurikulum 2013. Prosiding Seminar Nasional Pendidikan Matematika Program Pascasarjana STKIP Siliwangi Bandung.
Polya, G. (2004). How to solve it: A new aspect of mathematical method (Oxford: Princeton University Press), pp. 5-6.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics (Virginia: Association Drive), p. 41.
Muhassanah, N., Sujadi, I., & Riyadi. (2014). Analisis keterampilan geometri siswa dalam memecahkan masalah geometri berdasarkan tingkat berpikir Van Hiele. Jurnal Elektronik Pembelajaran Matematika, 2(1), 56.
Gallagher, A. M., De Lisi, R., Holst, P. C., McGillicuddy-De Lisi, A. V., Morely, M., & Cahalan, C. (2000). Gender differences in advanced mathematical problemsolving. Journal of Experimental Child Psychology, 75(3), 165.
Zhu, Z. (2007). Gender differences in mathematical problem-solving patterns: A Review of Literature. International Education Journal, 8(2), 187.
Indrawati & Tasni. (2016). Analisis kemampuan pemecahan masalah berdasarkan tingkat kompleksitas masalah dan perbedaan gender. Jurnal Saintifik, 2(1), 16.
Thournee. (2017). Profil pemecahan masalah geometri siswa SMP kelas VIII ditinjau berdasarkan perbedaan gender. Mathedunesia: Jurnal Ilmiah Pendidikan Matematika, 2(6), 332.
Damon, W. (2005). Personality test: the dispositional dispute in teacher preparation today, and what to do about it. Fwd: Arresting Insights in Education, Stanford University, 2(3), 2.
Atallah, F., Bryant, S. L., & Dada, R. (2010). A research framework for studying conceptions and dispositions of mathematics: A dialogue to help students learn. Research in Higher Education Journal, 7(1).
Anku, S. E. (1996). Fostering students disposition towards mathematics: A case from a Canadian University. Academic Journal Article Education, 116(4), 536.
Wardani, S. (2008). Pembelajaran inkuiri model silver untuk mengembangkan kreativitas dan kemampuan pemecahan masalah matematik siswa sekolah menengah atas (Disertasi, Universitas Pendidikan Indonesia), p. 40.
Hendriana, H., Rohaeti, E. E., & Sumarmo, U. (2016). Hard skills dan soft skills matematik siswa (Cimahi: STKIP Siliwangi Press), p. 92.
Syaban, M. (2009). Menumbuhkembangkan daya dan disposisi matematis siswa sekolah menengah atas melalui pembelajaran investigasi. Educationist, 3(2), 130.
Song, A., Daniel, A., & Wang, T. R. B. (2014). Fostering elementary students’ mathematics disposition through music-mathematics integrated lessons. International Journal for Mathematics Teaching and Learning, 15(3), 2.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats