STUDENTS’ PROPORTIONAL REASONING IN MATHEMATICS THROUGH COVID-19 PANDEMIC CONTEXT

Rohati Rohati(1*), Turmudi Turmudi(2), Kusnandi Kusnandi(3),

(1) Universitas Jambi & Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(3) Universitas Pendidikan Indonesia
(*) Corresponding Author


Abstract


Abstract

The aim of this study was to ascertain high school students' proportional reasoning in the sense of the COVID-19 pandemic. How do students' thoughts flow when confronted with problems requiring proportional reasoning? This research is a mixed study by collecting data through problem-solving questions to 253 junior high school students in Muaro Jambi, Jambi Province, Indonesia. The problem-solving activities are based on real-world scenarios and require reasoning that is proportional and pertinent to the COVID-19 pandemic context. Due to the ongoing COVID-19 pandemic, the test is administered through the Whatsapp framework. Students' responses are examined in detail to ascertain their proportional reasoning skills. The results indicate that almost all students correctly answered the first question. However, only a small percentage of students were able to answer to and make the correct argument for the second question. The findings indicated that students demonstrated a reasonable level of proportional reasoning when confronted with the COVID-19 pandemic situation. According to the findings of this report, it is important for teachers of mathematics to establish learning activities and problem-solving tasks that help students improve their proportional reasoning skills.

 

Keywords: COVID-19; Problem Solving; Proportional Reasoning; Real-World Situations

 

Abstrak

Tujuan dari penelitian ini adalah untuk menggali penalaran proporsional siswa SMA  dengan konteks pandemi COVID-19. Bagaimana alur pemikiran siswa ketika dihadapkan pada masalah yang membutuhkan penalaran proporsional? Penelitian ini merupakan penelitian campuran dengan pengumpulan data melalui pertanyaan pemecahan masalah kepada 253 siswa SMP di Muaro Jambi, Provinsi Jambi, Indonesia. Kegiatan pemecahan masalah didasarkan pada skenario dunia nyata dan membutuhkan penalaran yang proporsional dan relevan dengan konteks pandemi COVID-19. Karena pandemi COVID-19 yang sedang berlangsung, tes dikirim melalui aplikasi Whatsapp. Tanggapan siswa diperiksa secara rinci untuk memastikan kemampuan penalaran proporsional mereka. Hasilnya menunjukkan bahwa hampir semua siswa menjawab pertanyaan pertama dengan benar. Namun, hanya sebagian kecil siswa yang mampu menjawab dan membuat argumen yang benar untuk pertanyaan kedua. Hasil penelitian menunjukkan bahwa siswa memiliki alur penalaran proporsional yang cukup baik dengan menggunakan konteks kondisi pandemi COVID-19. Menurut temuan  ini, penting bagi guru matematika untuk menetapkan kegiatan pembelajaran dan tugas pemecahan masalah yang membantu siswa meningkatkan keterampilan penalaran proporsional mereka.

 

Kata kunci: COVID-19; Pemecahan Masalah; Penalaran Proporsional; Situasi Dunia


Keywords


COVID-19, Problem Solving, Proportional Reasoning, Real-World Situations

Full Text:

PDF

References


American Psychological Association. (2015). APA Dictionary of Psychology. American Psychological Association.

Ayan, R., & Isiksal-Bostan, M. (2019). Middle school students’ proportional reasoning in real life contexts in the domain of geometry and measurement. International Journal of Mathematical Education in Science and Technology, 50(1), 65–81. https://doi.org/10.1080/0020739X.2018.1468042

Begolli, K. N., Dai, T., McGinn, K. M., & Booth, J. L. (2021). Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability. In Instructional Science (Vol. 49, Issue 4). Springer Netherlands. https://doi.org/10.1007/s11251-021-09550-9

Ben-Chaim, D., Keret, Y., & Ilany, B.-S. (2012). Ratio and Proportion Research and Teaching in Mathematics Teachers’ Education (Pre- and In-Service Mathematics Teachers of Elementary and Middle School Classes). Sense Publishers. https://doi.org/https://doi.org/10.1007/978-94-6091-784-4_4

Bentley, B., & Yates, G. C. R. (2017). Facilitating Proportional Reasoning through Worked Examples: Two Classroom-Based Experiments. Cogent Education, 4(1), 1–14. https://doi.org/10.1080/2331186X.2017.1297213

Bozkuş, F., & Ayvaz, Ü. (2018). Middle School Mathematics Teachers’ Knowledge of Mathematical Reasoning. European Journal of Education Studies, 4(9), 16–34. https://doi.org/10.5281/zenodo.1287947

Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2020). Logical Reasoning in Formal and Everyday Reasoning Tasks. International Journal of Science and Mathematics Education, 18(8), 1673–1694. https://doi.org/10.1007/s10763-019-10039-8

Brown, R. E., Weiland, T., & Orrill, C. H. (2020). Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations. International Journal of Science and Mathematics Education, 18(6), 1085–1104. https://doi.org/10.1007/s10763-019-10006-3

Cresswell, C., & Speelman, C. P. (2020). Does Mathematics Training Lead to Better Logical Thinking and Reasoning? A Cross-Sectional Assessment from Students to Professors. PLOS ONE, 15(7), 1–21. https://doi.org/10.1371/journal.pone.0236153

Creswell, J. W. (2014). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (V. Knight (ed.); Fourth). SAGE Publications Ltd.

Dole, S., Hilton, A., & Hilton, G. (2015). Proportional reasoning as essential numeracy. Mathematics Education in the Margins (Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia), 189–196.

Erdem, E., & Gürbüz, R. (2015). An Analysis of Seventh- Grade Students ’ Mathematical Reasoning. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 45(1), 123–142. https://doi.org/10.14812/cufej.2015.007

Hilton, A., & Hilton, G. (2018). Mathematics Interventions to Promote their Mathematics Knowledge for Teaching Proportional Reasoning. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-018-9405-7

Hilton, A., Hilton, G., Dole, S., & Hilton, A. (2016). Promoting middle school students ’ proportional reasoning skills through an ongoing professional development programme for teachers. https://doi.org/10.1007/s10649-016-9694-7

Hjelte, A., Schindler, M., & Nilsson, P. (2020). Kinds of mathematical reasoning addressed in empirical research in mathematics education: A systematic review. Education Sciences, 10(10), 1–15. https://doi.org/10.3390/educsci10100289

Im, S. H., & Jitendra, A. K. (2020). Analysis of Proportional Reasoning and Misconceptions among Students with Mathematical Learning Disabilities. Journal of Mathematical Behavior, 57, 1–20. https://doi.org/10.1016/j.jmathb.2019.100753

Jacobson, E., Lobato, J., & Orrill, C. H. (2018). Middle School Teachers’ Use of Mathematics to Make Sense of Student Solutions to Proportional Reasoning Problems. International Journal of Science and Mathematics Education, 16(8), 1541–1559. https://doi.org/10.1007/s10763-017-9845-z

Johar, R., & Yusniarti, S. (2018). The Analysis Of Proportional Reasoning problem in The Indonesian Mathematics Textbook for the Junior High School. Journal on Mathematics Education, 9(1), 55–68.

Kacerja, S. (2012). Real-life contexts in mathematics and students’ interests An Albanian study. University of Agder.

Kafadar, H. (2012). Cognitive Model of Problem Solving. New/Yeni Symposium Journal, 50(4), 195–206.

Knok, L. B. (2017). Improving Students’ Proportional Reasoning Ability In The Context of Algebra I. University og Pittsburgh.

Kusnandi, K., & Rohati, R. (2020). Karakteristik Bernalarnya Orang yang Belajar Matematika. In T. Hidayat & J. A. Utama (Eds.), Inovasi Matematika, IPA, Komputer, dan Pembelajarannya (pp. 229–245). UPI Pres.

Lamon, S. J. (2012). Teaching Fractions and Ratios for Understanding Essential Content Knowledge and Instructional Strategies for Teachers (Third Edit). Routledge.

Larson, K. (2013). Developing Children’s Proportional Reasoning: Instructional Strategies That Go the Distance. Ohio Journal of School Mathematics, 67, 42–47.

Macbeth, D. (2012). Proof and Understanding in Mathematical Practice. Philosophia Scientiae, 16(1), 29–54. https://doi.org/10.4000/philosophiascientiae.712

Mata-pereira, J., & Ponte, J. (2017). Enhancing Students ’ Mathematical Reasoning in the Classroom : Teacher Actions Facilitating Generalization and Justification. Educational Studies in Mathematics, 96, 169–186. https://doi.org/10.1007/s10649-017-9773-4

OECD. (2013). Student Assessment: Putting the Learner at the Centre. In Synergies for better learning: an intenational Perspective on Evaluation and Assessment (pp. 139–269). https://doi.org/10.1787/9789264190658-7-en

Ojose, B. (2015). Proportional Reasoning and Related Concepts : Analysis of Gaps and Understandings of Middle Grade Students.

Olson, T. A., Olson, M., & Slovin, H. (2015). Putting Essential Understanding of Ratios and Proportions into Practice in Grades 6-8. National Council of Teachers of Mathematics.

Omuvwie, M. (2015). Using Real-Life Context to Mediate Mathematics Teaching and Learning. In A. G. (Ed.), Proceedings of the British Society for Research into Learning Mathematics (Vol. 35, Issue 2, pp. 58–63).

Orrill, C. H., & Millett, J. E. (2020). Teachers’ Abilities to Make Sense of Variable Parts Reasoning. Mathematical Thinking and Learning, 1–17. https://doi.org/10.1080/10986065.2020.1795567

Pelen, M. S., Artut, P. D., & Seventh, P. D. (2016). Seventh Grade Students ’ P roblem Solving Success Rates on Proportional Reasoning Problems Seventh Grade Students ’ Problem Solving Suc cess Rates on Proportional Reasoning Problems. International Journal of Research in Education and Science, 2(1), 30–34.

Sawatzki, C., Downton, A., & Cheeseman, J. (2019). Stimulating Proportional Reasoning through Questions of Finance and Fairness. Mathematics Education Research Journa, 31, 465–484. https://doi.org/10.1007/s13394-019-00262-5

Stillman, G. A., & Brown, J. P. (2019). ICME-13 Monographs Lines of Inquiry in Mathematical Modelling Research in Education (G. A. Stillman & J. P. Brown (eds.)). Springer Nature Switzerland AG. http://www.springer.com/series/15585

Tshabalala, F. L. (2018). Exploring How a Grade 7 Teacher Promotes Mathematical Reasoning in a Multilingual Mathematics Class of English Second Language Learners. In J. N. M. et Al. (Ed.), Language and Communication in Mathematics (pp. 249–261). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-75055-2




DOI: http://dx.doi.org/10.24127/ajpm.v10i3.3873

Refbacks

  • There are currently no refbacks.