Analysis of mathematical representation ability on pythagoras theorem reviewed from learning style of junior high school students
DOI:
10.29303/jpm.v17i6.3311Published:
2022-11-30Issue:
Vol. 17 No. 6 (2022): November 2022Keywords:
Mathematical Representation Ability, Learning Style, Pythagorean TheoremArticles
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Abstract
This study aims to determine the mathematical representation ability of class IX students with visual, auditory, and kinesthetic learning styles on the Pythagoras Theorem material at SMPN 1 (public junior high school) Gunungsari Indonesia in the 2021/2022 academic year. This type of research is descriptive with a quantitative approach. The populations in this study were all students of class IX SMPN 1 Gunungsari. The research sampling technique used purposive sampling, and the sample was class IX-H. The instruments used are learning style questionnaires, mathematical representation ability tests, and interview guidelines. The results of this study indicate that the mathematical representation ability of students with visual learning styles is 35.56% in the low category, or students have yet to be able to meet the overall visual, symbolic, and verbal representation indicators. Furthermore, the mathematical representation ability of students with auditory and kinesthetic learning styles is 49.86% and 41.87% in the medium category. Respectively, students have been able to meet the indicators of visual and symbolic representation quite well but have yet to be able to fulfill the visual and symbolic representation and verbal representation indicators.
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Author Biographies
Ni Nyoman Yustini Wikantari, Mathematics Education Department, FKIP University of Mataram
Laila Hayati, Mathematics Education Department, FKIP University of Mataram
Wahidaturrahmi Wahidaturrahmi, Mathematics Education Department, FKIP University of Mataram
Baidowi Baidowi, Mathematics Education Department, FKIP University of Mataram
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