Junior high school students’ mathematical reasoning skills on integer using PMRI and collaborative learning

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This study aims to determine the distribution of higher-order mathematical thinking skills of students of state senior high schools in Tasikmalaya City in the academic year 2018/2019, to find out whether there is a relationship between mathematical critical thinking abilities with students' mathematical creative thinking skills High School in Tasikmalaya City 2018/2019 academic year. This research is a type of descriptive research using quantitative descriptive methods. The population in this study were all students of Tasikmalaya City Senior High School in class X, class XI, and class XII, ranging in age from 16-18 years. The sampling technique in this study uses a probability sampling technique that is Proportionate Stratified Random Sampling, by taking 2 classes each school. The research instrument used in this study was a matter of high-level mathematical thinking ability tests which are slices of the cognitive dimension of Bloom's Taxonomy with the 2013 Curriculum Dimension dimension consisting of questions of critical and creative thinking skills. The results showed that the distribution of mathematical thinking ability levels in high school students in the City of Tasikmalaya academic year 2018/2019 as follows: a) mathematical HOTS ability with a very good category was obtained by 2 Schools or 20% of all High School Schools in Tasikmalaya City, the ability Mathematical HOTS with the good category is obtained by 7 Schools or 70% of all High Schools in Tasikmalaya City, Mathematical HOTS ability with a pretty good category is obtained by 1 School, namely SMAN J or 10% of all Public High Schools in Tasikmalaya City. There is a significant relationship between students' mathematical critical thinking skills with the mathematical creative thinking abilities of high school students in the City of Tasikmalaya 2018/2019 academic year. with the degree of correlation obtained a correlation coefficient of 0.283 or are in a low category. Keywords: Higher Order Mathematical Thinking Skills, mathematical critical thinking skills, mathematical creative thinking skills.

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.

The ability to think critically is one of the highest levels of ability. Developing critical thinking skills in students is still considered important to be improved in schools so that students are able and accustomed to facing various problems around it. This study aims to analyze the critical thinking skills of junior high school students who are in excellent classes and regular classes. This research was conducted in Bandung Barat. In this study students are given a test in the form of questions with critical thinking skills, the problem is used to compare between the superior class and ordinary class. Assessment of the problem using several factors of critical ability include 1) students can not understand the problem correctly, 2) students rush in doing the problem, 3) the students cannot choose the problem-solving strategy correctly and 4) the students work on the problem systematically. Then the matter of critical thinking skills of mathematics is analyzed using quasi-experimental research method to analyze students' critical thinking ability that influence learning result. This study shows the differences in critical thinking ability of junior high school students who are in excellent class and ordinary class. This study shows that superior classes are better in mathematical critical thinking ability than a regular class. The results of this study can add knowledge about critical thinking mathematics junior high school students who are in the class and ordinary class and used to facilitate for educational practitioners in the development of critical mathematical thinking skills.

This study aims to describe the effectiveness of problem posing approach in term of mathematical thinking skill of senior high school students. This study was a quasi-experimental study using the nonequivalent pretest and posttest group design. The population was year X students of State Senior High School 1 of Sakra Lombok Timur that consisted of six classes. The sample was two classes selected randomly from all Year X classes; class X-5 received a treatment of problem posing approach and class X-6 received as a control class. The instrument used is a test to measure mathematical thinking skill. To find out the effectiveness of problem posing approaches in the mathematical thinking skill, the data were analyzed using One Sample Test. The result of the study states that problem posing approach is effective in terms of the mathematical thinking skill of Senior High School Students.

Abstract: This research was conducted based on the low critical mathematical thinking skills of class IX students at MTs Negeri 3 Majalengka. Researchers chose problem based learning models with the help of monopoly games to overcome students' mathematical abilities. The aim of this research was to find out how it was implemented and whether there was an influence of the problem based learning models with the help of the monopoly game on students' mathematical critical thinking abilities. The type of research used was quantitative research using experimental methods. The population of this study was all class IX, totaling 155 students, with a sample of 19 students in class IX A, and 21 students in class IX B. Data collection methods were carried out by observation and tests. Data analysis techniques used normality tests, homogeneity tests, and t tests. Based on the results of the t test againstpost-test obtained a value of 0.000 < 0.05, then H1 accepted. So it cauld be concluded that there was an influence between the modelsproblem based learning with the help of the monopoly game on mathematical critical thinking skills.

The ability to think creatively in mathematics is a crucial aspect of learning, yet evidence shows that students' creative mathematical thinking skills, particularly in the topic of Sequences and Series, remain low. One solution to address this issue is through the use of Problem-Based Learning (PBL)-based Student Worksheets. This research aims to develop a valid and practical Student Worksheet. The study follows the 4D development model, consisting of the stages: define, design, develop, and disseminate. The instruments used for data collection were validation sheets and practicality questionnaires. Analysis of the validation sheet data showed that the Student Worksheet was categorized as highly valid, with an average percentage of 93.73%. Similarly, the practicality questionnaire analysis indicated that the Student Worksheet was rated as practical, with an average percentage of 83.77%. Therefore, the developed Student Worksheet meets the criteria of validity and practicality and can be used effectively in learning activities. The implication of this research is that it allows students to independently build knowledge in mathematics, facilitating their creative mathematical thinking skills.

This work aimed to study the short- and long-term effects of listening to Chinese folk music on mathematical thinking skills. The central research methodology was based on an independent assessment of respondents’ success in mathematics with reference to the amount of overall time spent listening to Chinese folk music. The results obtained for the experimental group reported a positive correlation between individuals’ mathematical skills and Chinese folk music listening duration, while the control group outcomes turned out to be practically time-independent. The s2 vale for the Student's t-test, used for the hypothesis testing, for each of the intervals of the mathematical tests ranges from 0.015 to 0.06 for the experimental group and from 0.01 to 0.19 for the control group. An alternative hypothesis about a direct correlation between passive listening to Chinese traditional music and mathematical thinking skills was confirmed using the independent two-sample Student’s t-test.

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

The aim of this study is to describe the effectiveness of the use of Cooperative Script model in linear algebra teaching and learning at base of vector space chapter which is viewed by students' mathematical reasoning skill. The type of this research is experimental research. The design of experimental research is pre experimental research. Because of the aim of this study is to determine whether Cooperative Script model can effect in students' mathematical reasoning skill or not, so this study uses one group pretest posttest design. The population in this study is all of Mathematics Educations’ students in UPY and the sample are class in A1 and A2. Sampling technique used simple random sampling technique. The instrument used questions in pretest and posttest test which are to know the scores of students’ mathematical reasoning skill at beginning and the end of teaching and learning process. Data analysis techniques used descriptive statistics analysis and inferential statistics analysis. Descriptive statistics analysis is used to know the mean, mode, and variance of scores. Inferential statistics analysis used normality test and t test. The results showed that the scores which obtaned after learn linear algebra using cooperative script model such as the highest score is 97.90, the lowest score is 48.33, the average score is 78.08, and the standard deviation 13.83. The result of normality test on pretest and posttest score with chi-square test showed that c2 htung < c2 table. This result showed that the all of data in pretest and postest scores are normally distributed with 95% confidence level. The result of t-test showed that H0 is rejected with 95% confidence level. Thus, it can be infered that there is a significant increase in students' mathematical reasoning skills before and after learn with cooperative script model. 83% categorization of students’ mathematical reasoning skill at high and moderat category indicated that cooperative script model effective in terms of students' mathematical reasoning skills.

Objective: The benefits of computational thinking have become an increasingly acknowledged and popular subject of investigation among researchers. This research aims to gather detail and comprehensive information regarding the learning of computational thinking skills in mathematics at various educational levels through a systematic literature review approach. Methods: With a focus on education level, instructional media, mathematics content, and the components of computational thinking addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of sixteen empirical studies retrieved from the Scopus database on the implementation of computational thinking in mathematics education. Findings: Most research on fostering computational thinking in mathematics education is concentrated at the elementary and junior high school. To optimize the development of computational thinking in mathematics, teachers should be reminded of strategies to support students, particularly through activities involving simulations using various instructional media. Examples of such media include programming platforms, visualization tools, and interactive simulations and games. Number operations and geometry are the mathematical content most widely used for fostering computational thinking. Algorithmic thinking, a crucial component in fostering computational thinking among elementary school students, helps them develop a strong foundation for understanding higher mathematical concepts. Conclusion: A systematic review of computational thinking in learning mathematics at the various education level is conducted in this study. The chosen studies were systematically analyzed for the advancement of computational thinking in learning mathematics to provide new an insight information for educators and stakeholders. Keywords: computational thinking, mathematics, systematic literature review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp34-52

هدفت الدراسة إلى قياس مدى اكتساب طلبة الصف الثامن الأساسي لمهارات التفكير الرياضي، والكشف عما إذا كان هناك اختلاف في مستوى أداء الطلبة على مهارات التفكير الرياضي باختلاف مستوى التحصيل والجنس. ولتحقيق اهداف الدراسة تم استخدام المنهج الوصفي التحليلي عن طريق اختبار تحصيلي مكون من (20) فقرة موزعة على مهارات التفكير الرياضي السبعة وهي (التعبير بالرموز، التعميم، الاستقراء، الاستنتاج، التفكير المنطقي، النمذجة، البرهان الرياضي) على عينة تكونت من (620) طالبا وطالبة من طلبة الصف الثامن الأساسي. وأظهرت نتائج الدراسة وجود تدني في مستوى أداء طلبة الصف الثامن الأساسي على مهارات التفكير الرياضي، وعدم وجود فروق ذات دلالة إحصائية تعزى إلى الجنس على مهارات التفكير الرياضي، ووجود أثر يعزى لمستوى التحصيل على مهارات التفكير الرياضي. وفي ضوء هذه النتائج اوصت الدراسة بضرورة تبني برامج تدريبية تستند إلى توجهات الدراسة الدولية في الرياضيات في اثناء تنفيذ منهاج الرياضيات والعلوم TIMSS.

One of the elements affecting students' success rates in the learning process is their capacity for mathematical creativity. According to survey findings, pupils still have a limited capacity for mathematical creativity in their learning, as evidenced by the markers of this capacity. This study sought to ascertain how adopting open-ended problem learning models affected students' mathematical and creative thinking skills. This study employs quantitative research and descriptive methodologies. This study employed a research design was quasi-experimental research. The investigation employed a posttest-only control group design. Students in class VII made up the study's population. Class VIIb and VIIc samples were used in this study. Class VIIc serves as the control class and follows a traditional learning approach while Class VIIb serves as the experimental class. Research strategies for gathering data take the shape of tests. t-test data analysis formula. Based on the one-sided test calculation results, it can be seen that the average mathematical creative thinking ability of students using the Open-Ended Problem learning model is higher than the average mathematical creative thinking ability of students using conventional learning models, meaning that there is an influence using the Open-Ended Problem learning model on students' mathematical creative thinking abilities. The study's overall conclusion is the Open-Ended Problem learning approach has an impact on students' mathematical and creative thinking skills.

Many research results reveal that STEM learning can improve students' mathematical thinking skills. However, there are still few studies that comprehensively explain the impact of STEM learning on students' mathematical thinking skills that have been studied in a systematic literature review. Theref

This study aims to improve the learning process and develop high-level thinking skills of students through the learning process using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School. This research is classroom action research (PTK) and carried out in three cycles, where each cycle consists of planning, action, observation and reflection. The aspects observed in each cycle are the activities of students and teachers, as well as the process of learning mathematics in class. The research subjects were 48 students consisting of 24 male students and 24 female students. The analysis of research on students' high-level thinking skills in mathematics learning using the Solo Taxonomy assessment which consists of 4 levels of high-level thinking, namely: (Unstructured, Multi-structural, Relational, and Extended Abstract). From the results of cycle 1, the percentage of students who reached the extended abstract level was 13.33%, in the second cycle, the level of thinking of students at the extended abstract level was 67.53% and in the third cycle the percentage of students who reached the level of extended abstract thinking was 77.33. Based on the indicators of success in the third cycle, the learning process of using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School has proven to improve students' high-level thinking skills in mathematics learning. Keywords: International Baccalaureate Curriculum, HOTS, Solo Taxonomy DOI : 10.7176/JEP/10-33-07 Publication date: November 30 th 2019