MATHEMATICAL CONNECTION OF GEOMETRY PROBLEMS BASED ON NUMERACY LITERACY THROUGH THE POLYA FRAMEWORK

Authors

DOI:

https://doi.org/10.24127/ajpm.v12i1.5924

Keywords:

Mathematical Connections, Numerical Literacy, Geometry Problem Solving

Abstract

The results of the 2018 Program for International Student Assessment (PISA) study released by The Organization for Economic Cooperation and Development (OECD) show that the numeracy literacy skills of Indonesian students are at a low level, namely getting a score of 379 out of the OECD average score of 487 (OECD, 2019). As a result, students tend not to be able to solve problems correctly, and the cause is a need for mathematical connection skills. This study aims to describe the mathematical connections based on numeracy literacy in geometry. This research is a qualitative descriptive study. The participants in this study were 38 grade 7 students from 3 different Madrasas in Maluku. Two students will take the research subjects from saturated data after being given a numeracy literacy-based test. In this study, students were asked to state the results of their thoughts on solving geometry concept problems given orally. Analyzing the research data was carried out through three stages: data reduction, data presentation, and drawing conclusions. The findings in this study of mathematical connections within the Polya framework can be divided into two: structured analytics and unstructured analytics.

References

Abdillah, A., & Mastuti, A. G. (2018). Munculnya Kreativitas Siswa Akibat Ill Structured Mathematical Problem. MATEMATIKA DAN PEMBELAJARAN, 6(1), Article 1. https://doi.org/10.33477/mp.v6i1.442

Alghadari, F., Herman, T., & Prabawanto, S. (2020). Factors-affecting-senior-high-school-students-to-solve-three-dimensional-geometry-problems. International Electronic Journal of Mathematics Education, 15(3), em0590. https://doi.org/10.29333/iejme/8234

Astra, I. M., Henukh, A., & Loupatty, M. (2021). The analysis of cognitive abilities and critical thinking skills with contextual approaches on heat transfer concepts for junior high school students. 020023. https://doi.org/10.1063/5.0037573

Astuti, D., Sutopo, S., & Nurhasanah, F. (2020). An Analysis of Students Geometry Skills with Different Visual-Spatial and Logic-Mathematic Intelligence in Solving the Problem of Solid Plane Geometry. Journal of Mathematics and Mathematics Education, 10(1), 19. https://doi.org/10.20961/jmme.v10i1.37732

Ayunani, D., Mardiyana, M., & Indriati, D. (2020). Analyzing mathematical connection skill in solving a contextual problem. Journal of Physics: Conference Series, 1511(1), 012095. https://doi.org/10.1088/1742-6596/1511/1/012095

Baiduri, Octaviana, O., & Ikrimatul, P. (2020). Mathematical Connection Process of Students with High Mathematics Ability in Solving PISA Problems. European Journal of Educational Research, 9(4), 1527–1537. https://doi.org/10.12973/eu-jer.9.4.1527

Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(1), Article 1. https://doi.org/10.1186/s40561-021-00168-5

Eli, J., Mohr-Schroeder, M., & Lee, C. (2013). Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry. School Science and Mathematics, 113(3), 120–134. https://doi.org/10.1111/ssm.12009

Fenanlampir, A., Batlolona, J., & Imelda, I. (2019). The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended. International Journal of Civil Engineering and Technology, 10(2), Article 2.

Firdaus, A., Sujadi, I., & Indriati, D. (2019). Characteristic profile of analytical thinking in mathematics problem solving. Journal of Physics: Conference Series, 1157, 1–6. https://doi.org/10.1088/1742-6596/1157/3/032123

Huffman, K., Dowdell, K., & Sanderson, C. A. (2017). Psychology in Action. John Wiley & Sons.

Hwang, J., & Ham, Y. (2021). Relationship Between Mathematical Literacy And Opportunity To Learn With Different Types Of Mathematical Tasks. Journal on Mathematics Education, 12, 199–222. https://doi.org/10.22342/jme.12.2.13625.199-222

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review. Frontiers in Education, 3(June), 1–10.

Mainali, B. (2021). Representation in Teaching and Learning Mathematics. International Journal of Education in Mathematics, Science and Technology, 9, 1–21. https://doi.org/10.46328/ijemst.1111

Mastuti, A. G., Abdillah, A., & Rijal, M. (2022). Teachers Promoting Mathematical Reasoning in Tasks. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(2), Article 2.

https://doi.org/10.31764/jtam.v6i2.7339

Mastuti, A. G., Abdillah, A., Sehuwaky, N., & Risahondua, R. (2022). Revealing students’ critical thinking ability according to facione’s theory. Al-Jabar : Jurnal Pendidikan Matematika, 13(2), Article 2. https://doi.org/10.24042/ajpm.v13i2.13005

Mastuti, A. G., & Prayitno, L. L. (2023). Exploring high school teacher’s design of rich algebra tasks. Jurnal Elemen, 9(1), 1–14. https://doi.org/10.29408/jel.v9i1.5851

OECD. (2019). Programme For International Student Assesment (PISA): Result From PISA 2018. OECD Publishing, 10.

Rochmad, Kharisudin, I., & Ardiansyah, A. S. (2021). Factors of inhibit the mathematical critical thinking process of junior high school students. Journal of Physics: Conference Series, 1918(4), 1–6. https://doi.org/10.1088/1742-6596/1918/4/042056

Rohid, N., Suryaman, S. Rusmawati, R. D. (2019). Students’ Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context. Anatolian Journal of Education, 4(2), 19–30. https://doi.org/10.29333/aje.2019.423a

Siregar, R., & Daut Siagian, M. (2019). Mathematical connection ability: Teacher’s perception and experience in learning. Journal of Physics: Conference Series, 1315(1), Article 1. https://doi.org/10.1088/1742-6596/1315/1/012041

Ãœnal, H., Jakubowski, E., & Corey, D. (2009). Differences in Learning Geometry Among High and Low Spatial Ability Pre-Service Mathematics Teachers. International Journal of Mathematical Education in Science and Technology, 40(8), 997–1012. https://doi.org/10.1080/00207390902912852

Downloads

Additional Files

Published

31-03-2023

Issue

Vol. 12 No. 1 (2023)

Section

Articles

License

Authors who publish with AKSIOMA: Jurnal Program Studi Pendidikan Matematika agree to the following terms:

Creative Commons License
Creative Commons License
AKSIOMA: Jurnal Program Studi Pendidikan Matematika is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. AKSIOMA offers all authors of journal articles allows their research openly available, free access and time restrictions.

All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in AKSIOMA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, AKSIOMA as the initial source of publication, year of publication, volume number and DOI (if available).